Analyzes discussions on curriculum integration in terms of rationales for integration and effects of combining curriculums in middle schools. Finds that curriculum integration describes combining ideas and generating knowledge; considers pro and con opinions. Suggests that discussions represent a struggle for control over what is taught in public…

Examined beliefs and practices of middle level principals and teachers related to cooperative learning. Found that cooperative learning as practiced was inconsistent with beliefs about the strategy's potency. Subjects were uncertain about cooperative-learning strategies, used cooperative learning to supplement traditional instruction rather than…

Describes the role of cross-disciplinary research in practice and policy for middle-grades education. Argues that for a research agenda to have an impact, it must be a coordinated effort among educators, content area specialists, health educators, psychologists, anthropologists, sociologists, and medical researchers; and coordination must be…

Goal card sort and ranking task was given to middle school teachers and a sample of sixth- through eighth-grade students to generate data relevant to revising goals of an advisory program. Study categories included advocacy, community, skills, invigoration, academic and administrative. Community and advocacy goals received highest student ranking,…

Examined the impact of implementation of middle school practices on student achievement in North Dakota schools participating in the Middle Grade School State Policy Initiative. Found that changes in composite grade-equivalent scores from grades six to eight were higher in reading vocabulary, language mechanics, study skills, science, and social…

Examined the effects of traditional versus learning-style-responsive study strategies on eighth graders' mathematics achievement, frequency of studying, and attitudes. Found that students applying learning-style-responsive strategies had significantly higher mathematics achievement and attitude scores than students using traditional strategies. No…

Examined the value of advisory sessions from the perspective of urban African-American middle school students. Found that students believed that their advisory sessions fail to adequately address sexuality issues and drug and alcohol abuse, and that advisors fail to develop a trusting and caring relationship. Findings also supported a change in…

Four surveys examined middle school students' attitudes toward school. Findings indicated that, regardless of achievement, students in general do not hold positive attitudes toward school. Students classified as high achievers based on achievement data held more positive attitudes toward school than non-high-achieving peers. Findings support…

Identified teacher decisions related to achievement gains by implementing the National Council of Teachers of Mathematics' Standards. Results indicated that there was correlation between time span and problem solving gain as well as computation achievement gain, and the number of times teachers chose to use manipulatives to teach. (MOK)

Examined the relationship between achievement and learning styles of middle school students. Subjects were chosen from one urban middle school and were asked to complete the Iowa Test of Basic Skills and Dunn & Dunn Learning Style Inventory. Found that traditional classroom settings may not provide sufficient environmental options to enable…

Examines the nature of adolescents' sports involvement as reflected in reasons for participation and withdrawal. Claims that the degree of fun, the motivation to attain competence, and the capacity to distinguish ability from effort are important. Concludes that if the goal of sports is to foster a healthy lifestyle, the issue of maximizing…

Examined the reflective writing in English language arts portfolios of 11 young adolescent girls attending an alternative, single-sex school. Found that girls often distorted their literacy accomplishments and disclaimed and devalued their achievements. They tended to silence themselves, use literacy to stay connected to family and friends, and…

Presents a conceptual framework for analyzing students' mathematical understanding, reasoning, problem solving, and communication. Analyses of student responses indicated that the tasks appear to measure the complex thinking and reasoning processes that they were designed to assess. Concludes that the QUASAR assessment tasks can capture changes in…

Studied the effects of interdisciplinary teaming versus departmentalization on student achievement in middle schools. Found no significant differences for reading, math, science, and social studies achievement. Results suggest that team teaching merits further investigation as a potential strategy for mediating the student achievement loss…

Used the critical incident technique to study conditions that encourage or discourage teacher collaboration. Found that time, training, and organizational support were crucial to collaboration. Lack of structured support, pressures to "cover" curriculum and conduct testing, and traditions of tracking and separate-subject instruction discouraged…