Guess Again: Will Changing the Grades Save Middle-Level Education?

Autor/inn/en	Beane, James; Lipka, Richard
Titel	Guess Again: Will Changing the Grades Save Middle-Level Education?
Quelle	In: Educational Leadership, 63 (2006) 7, S.26-30 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Middle Schools; Academic Achievement; Early Adolescents; Instructional Program Divisions; Grouping (Instructional Purposes); Integrated Curriculum; Educational Environment; Teacher Competencies; Family School Relationship; Urban Schools; Poverty; Class Size; School Size; Small Classes; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Schulleistung; Grouping; Gruppenbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Klassengröße; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Blaming unsatisfactory student achievement on the middle school concept is a case of mistaken identity. Too many middle schools have failed to fully implement the middle school concept. Based on statements from the Carnegie Council and the National Middle School Association, the middle school concept calls for improved academic achievement for all students, a focus on young adolescence, a challenging and integrative curriculum, a supportive and safe environment, improved teacher preparation for the middle grades, and better relationships with families and communities. Schools that have fully implemented these components have seen positive results. Several large urban districts in the United States, convinced that too many of their middle schools are less than effective, are thinking of returning grades 6-8 to the elementary school. Grade configuration, however, is not the solution to unsatisfactory school performance. The solution lies in creating a challenging curriculum, pushing for structures that support high-quality relationships, finding ways to reach out to families and communities, and addressing the systemic issue of poverty. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10