The Middle Level Grades in Wisconsin: Where We Are; Where We Need To Be. Bulletin No. 92160.

Autor/inn/en	Peppard, Judy; Rottier, Jerry
Institution	Wisconsin State Dept. of Public Instruction, Madison.
Titel	The Middle Level Grades in Wisconsin: Where We Are; Where We Need To Be. Bulletin No. 92160.
Quelle	(1990), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum; Educational Change; Educational Methods; Educational Practices; Extracurricular Activities; Institutional Characteristics; Instructional Systems; Interdisciplinary Approach; Intermediate Grades; Junior High Schools; Middle Schools; Organizational Change; Preadolescents; School Counseling; School Restructuring; School Surveys; Student Characteristics; Wisconsin + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Bildungsreform; Educational method; Erziehungsmethode; Bildungspraxis; Außerunterrichtliche Aktivität; Unterrichtsorganisation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mittelstufe; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Organisationswandel; Pre-adolescence; Präadoleszenz; School counselling; Pädagogische Beratung; Schulreformplan; Schulumwandlung
Abstract	To determine the extent of changes being implemented in the middle grades in Wisconsin school districts, 532 surveys were mailed to Wisconsin middle level schools that include grades 7 and 8; the return rate was 81 percent. After reviewing the development and content of the survey, this document relates survey findings to the eight principles of comprehensive middle schools found in "Turning Points: Preparing American Youth for the 21st Century" (Carnegie Council of Adolescent Development) and to a ninth principle derived from related literature. A table and description of survey results is presented for each of 35 aspects of middle-level schools grouped under the following six topics: (1) leadership and organizational strategies; (2) advisor-advisee programs; (3) instructional strategies; (4) curriculum; (5) student activities; and (6) other middle-level topics. A list of characteristics is given for each of the nine principles of the ideal middle school, and a final section offers six strategies for implementation of middle-level school change. Appended are the actual survey used, a glossary, and a section on the physical, emotional, social, and intellectual characteristics of middle-grade students. (24 references) (CLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC