This article illustrates a "STEM Circle" approach to problem solving with students who are emergent multilinguals (a.k.a. English Language Learners or ELLs). Middle school educators know learning is constructed through active discovery and most effective when scaffolded within constructive sociocultural contexts. Yet applying those…

Describes the rationale for multiage groupings and reviews the major research studies and syntheses associated with this innovation in middle schools. (JPB)

Discusses the benefits of structuring middle schools around randomly formed multiage teams that do not depend on assessing students' developmental stages. Considers the benefits of forming an extended school family, diversity, instructional issues, scheduling and planning, and parent support. (JPB)

Discusses the problems inherent to between-class ability grouping in middle schools. Reviews studies that question the practice of tracking and demonstrate this organizational technique to have little value. (JPB)

Describes strategies used by one middle school to successfully challenge gifted students in the context of the regular classroom, satisfy their parents, and preserve the best of the middle school concept for all students. Strategies include block scheduling, regular schoolwide recognition programs, a school climate characterized by academic rigor…

Provides an overview of the literature that has historically framed debates between gifted education and middle grades education. Discusses research that seeks common ground between the two fields, considering the implications for middle school education policies and practices that provide for the needs of high ability students. (JPB)

Describes a type of block scheduling for middle schools that combines heterogeneous grouping in all subjects within the block and ability grouping. Presents a method of compiling data for block schedules to assist planning. (JPB)

Presents results of a national survey completed in 1977. This report deals with staffing and curricula and presents a profile of a typical middle school. (IRT)

Discusses the use of cooperative-learning groups with middle school students. Describes cooperative-learning techniques, including group roles, peer evaluation, and observation and monitoring. Considers grouping options, including group size and configuration, dyads, the think-pair-share lecture, student teams achievement divisions, jigsaw groups,…

Asserts that many enrichment options are congruent with core beliefs regarding middle school pedagogy and suggests some models that will raise the ceiling of achievement for gifted learners and provide opportunity to enhance the learning of all students. Focuses on: (1) shared vision; (2) flexible grouping structures; (3) varied teaching and…

Describes how Directed Reading Sequence, a small group cooperative learning method for teaching reading to low achieving students, may be used effectively in middle schools. Presents suggestions for group formation and the four-step Directed Reading Sequence: (1) selecting selection; (2) establishing the roles; (3) intermittent use; and (4)…

The history of young adolescent education can be viewed as an ongoing search for the appropriate combination of school organization, curriculum, and instructional practices for young adolescents. While middle schools have now become the most common pattern for schools housing young adolescents, there have always been other broader school…

Discusses how teaming, attaching a group of students to a block of teachers for an extended period of time, can provide a supportive environment that facilitates middle school students in their developmental tasks. Describes how one middle school in Utah uses this strategy. Includes discussion of stage theory and its impact on teaching practices.…