The Whole School Success Partnership (TWSSP) worked to develop practices and cultures that emphasized student success in five middle and high schools. Because this project took place in secondary schools where teachers have disciplinary specializations, the whole school approach came with unique opportunities and challenges. Here we describe how…

One school offers zipTrips as an alternative to actual field trips taken outside of school. ZipTrips are web- and broadcast-delivered electronic field trips that include online videos, lesson plans, and a live, 45-minute interactive program consisting of four core components: an in-studio audience, live interaction with scientists, prerecorded…

This article reports the development and refinement of science and mathematics integrated activities for middle school students. The expectations of the National Council of Teachers of Mathematics that students develop an understanding of mathematics and an ability to apply it gave birth to these activities. The expectations of the National…

Discusses the importance of writing in learning science. Describes a science lesson designed as a part of an ocean unit using many genres of literature. Includes activity length, objectives, goals, and material for the lesson. (KHR)

Preparing students to be scientifically literate citizens and ready for future course work demands that teachers take time and effort to teach writing strategies embedded in middle school science. Illustrates successful ways of integrating writing into science classrooms. (Contains 11 references.) (ASK)

Discusses the goals and context of the Project Integrating Science and Math with Language Arts and Social Studies (PRISM) program. Describes in detail how the unit was developed, particularly the content connections and activities for the main subject areas. (Author/CCM)

Describes a program in which students were immersed in Russian culture and history in an effort to help them better understand the text of Turgenev's "Mumu." (FL)

Discusses making integrated instruction at the middle school level more potent by focusing on key concepts rather than on topics (e.g., systems, interdependence, change). Describes differences in curricula based on concepts and topics; defines concepts and principles for integrated instruction and what makes them effective. Compares integrated…

Describes a middle school mathematics project that incorporated the adult mathematics concepts of school finance. Discusses the lesson plans; the goal of teaching students to make, use, and understand frequency tables; and teacher notes on the use of a relevant, complex problem context. (JPB)

Describes a year-long project for seventh graders that incorporates all aspects of language arts. Relates how the project culminates in a videotaped dramatic production of student writing. (MM)

Discusses the role of middle school curriculum reform, including disciplinary, interdisciplinary, and integrated perspectives, that will improve students' social, intellectual, and personal development. (JPB)

Discusses the teaching of imaginative writing in the content area at the middle school level and indicates potential applications for such teaching at all levels. Contains extensive writing examples. (FL)

Intended for teachers, language arts supervisors, curriculum designers, and others interested in the teaching of English in elementary and middle schools, this book proposes a way of unifying the language arts in a program that makes literature the center of language studies. The first chapter includes a discussion of the central role that…

Describes the famous swing bridge in Belize. Students build bridges from a variety of materials and answer the questions, What are different types of bridges?, How do bridges work?, How can you tell if a bridge design will be safe?, and What is the best way to build a bridge over a river while still allowing boat traffic? (SAH)

Description of the use of Logo for teaching geometry is the first in a two-part series on the development of Logo tools for doing middle school mathematics. The learning process is discussed, and examples of activities integrating Logo with teacher-prepared procedures are presented. (Author/LRW)