Points out the powerful basic truth that respect is a healer. Notes that fear is not a synonym for respect, and that increasing respect for kids and for adolescence itself would automatically create better communication. Argues that all literature, be it about children, teenagers, or adults, should reflect some truth about what is rather than what…

The role of the counselor in analyzing institutional features and curriculum plans of middle schools so that they become self-enhancing, safe, sane environments for adolescents is discussed. (BL)

Discusses what is necessary for restructuring the roles and relationships among parents of adolescents and schools to achieve more meaningful partnerships. Describes needs of adolescents such as appreciation and belonging. Offers specific examples of how parents and schools can collaborate to build positive adolescent identities. Recommends how…

Proposes clustering content areas of a middle school curriculum under humanities, technology, and personal study. An interdisciplinary team planning approach could eliminate the schism between academic and other subjects. (MLF)

Examines the difficulties that plague the middle school movement and why there has been little substantive reform in changing from junior high schools to middle schools. (Author/WD)

Curriculum developers should consider middle level learners' needs for intellectual growth and individual attention and their needs to understand themselves and know others. (MLF)

Presents a historical and cultural perspective of adolescence. Discusses the developmental tasks at this period and the negative behaviors that can result from tackling those tasks. Suggests that young adolescents' positive experiences with developmental tasks and interactions with adults may lessen the tendency to engage in at-risk behaviors. (SR)

Discusses criticism of middle school reform based on questions about the universality and intensity of the characteristics of early adolescence. Suggests ways in which middle school advocates might respond to various criticisms, from using research evidence to supplementing their emphasis on development with a socially conscious commitment to…

School counselors have been encouraged to implement peer facilitator groups, however, it is important for counselors to consider the developmental needs of the students involved. Through systematic and carefully planned selection, training, and supervision of students, counselors can encourage middle graders to reach out and help each other grow…

Refutes an article that appeared in the August issue of "The American School Board Journal," which argued that middle-level education provides a rationale for consolidating rural schools. Presents research findings and describes the middle-level philosophy to show that developmentally responsive middle-level schools do not foster school…

This interview focuses on the Montessori adolescent program begun by John McNamara in 1978 at Ruffing Middle School in Ohio, describing the adolescent-centered curriculum, activities, and materials utilized in the program. Suggests that such programs need to provide an environment where children can first and foremost experience community,…

Discusses the benefits of school uniforms in fulfilling the educational objectives of middle school reform. Considers the role of uniforms in establishing student affiliation with the school and in adolescent development. Describes the development of a uniform program and notes issues of cost and legality. (JPB)

The dramatic ups and downs so often witnessed in adolescents are the result of changes in their brain activity. It is vital that the emotional and psychological needs that arise from such intense brain development are acknowledged and addressed so that middle school becomes a safe environment for the budding adults.

Schooling for young adolescents (middle grade education) is the weakest link in the chain of public education. Young adolescents pose a unique problem for educators. The central characteristic of this age group is its diversity, resulting from extreme variations in the rates of physical, social, emotional, and intellectual development. Strong…

The special needs and characteristics of pubescent adolescents led to the creation of junior high schools around the turn of the century, but these watered-down senior high schools have not provided a satisfactory transition between childhood and young adulthood. The middle school movement has not remedied the situation. It has provided programs…