Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for schools that have been widely, if not uniformly,…

The purpose of this study was to understand how schools address two specific criteria of the Schools to Watch® (STW) program: Social equity and developmental responsiveness. Descriptions of replicable practices, program/school characteristics, and initiatives created by each of the STW sites in Pennsylvania were analyzed. The data also includes…

This study describes the learning and development experiences of teacher education students after taking an introductory course on adolescent psychology. The instructor adopted the developmental instruction model (DIM) (Knefelkamp, 1998) in this study and facilitated students learn through experiential learning. Fifteen students (aged between 20…

This paper investigates the growth of early adolescent self-esteem and self-concept as students progress through the middle level years (sixth through eighth grade). Based on mixed method longitudinal research conducted from 2004 to 2007, the study's findings suggest that this sample of 104 urban students' self-esteem changed most significantly…

The role of the middle schools in promoting adolescent development and the areas in which the curriculum can help children make the difficult and critical transition from childhood to adolescence are discussed. (MSE)

Developmental characteristics of students in middle schools (grades 5-8) are detailed and a social studies curriculum tailored to their particular needs is outlined. (JMF)

Describes a school prevention program that emphasizes normal developmental needs of middle school students. The School Families groups, comprised of middle school students, teachers, and adults, met weekly during the school day to discuss issues related to academic performance, decision making, self-esteem, and social skills. Evaluation results…

Summarizes research on the effects of the transition from elementary school to middle school on young adolescents. Notes problems of this transition in academic performance and in students' perceptions of school and self-perceptions, and of the mismatch of developmental needs with school environment. (JPB)

High expectations and appropriate standards for learning and achievement are important to any curriculum plan. The need for curriculum to meet developmental needs is particularly important for middle-level students. Middle-level students are unlike any other age group and are internally varied. Not all middle-level students need the same things at…

This monograph notes that while all aspects of the middle level education program contribute to students' personal development, the core of the effort lies in the counseling and guidance program. It cites literature suggesting that the program should consist of counseling, guidance curriculum, and advisement. Definitions for each of these three…

The articles of this special edition on education and development in adolescence share some common themes, raise points for debate, and offer new research ideas. Common themes emphasize the following: (1) diversity among adolescents; (2) simultaneity of multiple forms of development; and (3) multiple environmental influences on adolescents. (SLD)

Noting that the early adolescent years may be likened to a roller coaster, often unpredictable but exciting and filled with possibility, this book is designed as a survival guide for students in grades 6 through 9 and addresses questions about the new choices and challenges ahead. The seven chapters or "survival tips" are: (1) "Get Used to Your…

This annotated bibliography of 12 publications on student self-esteem includes six research studies that indicate the following: (1) it is the actual ability of students, not their self-concepts of ability, that make the difference in academic success; (2) students who feel strong parental pressure generally have lower self-esteem; (3) self-esteem…

Guidelines for implementation of the team process as part of the middle school concept are presented. Topics discussed in the 13 chapters include effective middle school characteristics, student needs, curriculum design and development, team functions and effectiveness, scheduling, teaching strategies, student grouping, leadership, staff…

Provides direction for developing appropriate and meaningful social studies instruction for the development of responsible citizenship in adolescents. Suggests that curriculum design should have some relationship to physical, social, emotional, and intellectual development. Identifies concerns with the self, right and wrong, others, and the world…