Outlines four major characteristics of adolescent social-cognitive development. Discusses their affect on the adolescent's ability to understand communication concepts and to deal with the classroom audience and particular types of topics, assignments, or exercises. Draws implications for secondary speech curriculum. (JMF)

Proposes recommendations for balancing middle school students' academic, personal, and social needs by addressing personal development through curriculum and instruction, instructional program components, and a culture of assessment. Argues that academic achievement enhances self-esteem, concluding that students' academic achievement and personal…

Noting that young adolescents--around 10 to 15 years of age--undergo significant emotional, social, intellectual, and physical changes, this book serves as a reference for parents, educators, and policymakers concerned with education that meets the unique needs of the student population. The five sections of the book cover the historical and…

This task force report is designed to focus attention on the young adolescent learner and provide direction for developing appropriate and meaningful social studies instruction for the middle school. Schools at the middle level characteristically focus on the unique developmental needs of young adolescents. A number of these needs are listed, in…