Law Related Education in the Middle School: Why and How

Graham, P. Tony; Cline, Paul C.

doi:10.1080/00940771.1981.11494894

Cited by 1 publication

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“…We were also mindful of our own positions and experiences of the middle school movement in terms of ourselves as parents who sent our children to middle schools at different times in the movement and as teachers immersed in the movement. For example, as noted in the beginning of this article, because Malu's son attended middle school from 1991-1993 she was familiar with the curriculum at that time and may have noted the unique curricular foci of Myers (1980) and Graham and Cline (1981). Additionally, she served as faculty mentor to the New York City Middle School Initiative in District 23 and this work may have influenced her reading of the literature.…”

Section: Limitations Of the Analysismentioning

confidence: 94%

“…This core curriculum was not the only focus. The middle level community was also responsive to contemporary societal phenomena, including the notion of multicultural (Hickey, 1981) and interdisciplinary topics, such as peace (Mallea, 1985), law education (Graham & Cline, 1981), sexuality, and AIDS (Wishon, Swaim, & Huang, 1989).…”

Section: -1989: the Movement Advancesmentioning

confidence: 99%

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An Historical Overview of the Middle School Movement, 1963–2015

2016

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Over 50 years of articles related to the middle school movement in the United States were examined and analyzed in order to uncover the movement's primary themes associated with practice, research, and policy. Using a qualitative content approach, researchers created themes to represent the movement decade by decade. The years 1963-1979 were identified as the beginning of the Middle School Movement and its search for an identity. The next decade, 1980-1989, was a time of advancement and progress, and the movement became identified with practices, such as team teaching, interdisciplinary curriculum, and advisory. The years 1990-1999 saw pressure on the movement advancing from national policies, but the movement persisted with a sense of hope. To combat challenges to the middle school movement's core beliefs and practices, an era of research on middle school practices emerged, and this research focus characterized 2000-2009. The current decade continued the research focus with an international perspective and efforts to identify and describe a "signature" middle school pedagogy. From this historical perspective, it was determined that core middle school practices must continue to grow and thrive in order to meet the social and academic needs of future generations of young adolescents.

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Section: Limitations Of the Analysismentioning

confidence: 94%