This position paper identifies the purposes and underlying rationale of the middle school, outlines what the middle school program should be--curricular, instructional, and organizational-administrative, and presents some leadership implications. It is assumed that if educators understand the root causes of transescent behavior, they will deal more rationally and sanely with that behavior. The characteristics of transescent physical, intellectual and mental, and personality growth are presented as the rationales for specific recommendations and program implications. These recommendations and implications are designed to improve teaching and learning. The recommendations are intended as general guidelines and, while most will have relevance for all school districts in the United States, their interpretation into more specific program implications may reflect certain factors or nuances indigenous to individual districts. The suggested implications that follow the recommendations are presented to illustrate various program alternatives The problems that must be met by middle school leaders--administratirs, supervisors, state departments, universities, and professional organizations--in order to accomplish the middle school outlined are also dealt with. (Author/IRT)
Authors
- Authorizing Institution
- Association for Supervision and Curriculum Development, Washington, DC.
- Peer Reviewed
- F
- Publication Type
- Reports - Research
- Published in
- United States of America
Table of Contents
- 1701 K Street NW Suite 1100 2
- Acknowledgments 5
- Many people have contributed to lins position paper 5
- Foreword 6
- .beer group and society. With these concepts in mind the 9
- P ysical Growth Characteristics 13
- Mental and Intellectual Growth Characteristics 17
- 4. antinuous in-service education is neec3 by middle 24
- What. Kinds of Teachers and Administrators 25
- Are Required in Middle Schools 25
- How Can State Departments of.EducatiOn Universities 31
- Programs for Middle SchOols. 31
- What Should Be the Relationship Between. 32
- Conclusion 33