Middle School Effectiveness: A Three Year Study

McGee, Jerry C.; Krajewski, Robert J.

doi:10.1080/00940771.1979.11495507

Cited by 3 publications

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“…Discussions about curriculum abounded (Deller & Levenda, 1974;Johnson, 1974) and focused on the role that the teacher needed to play in curriculum development (Johnson, 1974;Maertens, 1970Maertens, -1972 as well as a recognition that the curriculum was a major weakness in the middle school concept (Maertens, 1970(Maertens, -1972. Additional elements in the middle school concept included physical education for every student (Monte, 1973), flexible scheduling (Reigle, 1970(Reigle, -1972a, exploratory programs (Reigle, 1970(Reigle, -1972bZieger, 1973), a focus on understanding the nature of the young adolescent/transescent (Eichhorn, 1977;McGee & Krajewski, 1979), and leadership (McGee & Eaker, 1978). This decade ended with reports that reflected concerns raised at the beginning of the movement, including the effectiveness of middle schools (Brooks, 1978;McGee & Krajewski, 1979) and the middle school versus junior high school debate.…”

Section: -1979: the Middle School Movement Beginsmentioning

confidence: 99%

“…Additional elements in the middle school concept included physical education for every student (Monte, 1973), flexible scheduling (Reigle, 1970(Reigle, -1972a, exploratory programs (Reigle, 1970(Reigle, -1972bZieger, 1973), a focus on understanding the nature of the young adolescent/transescent (Eichhorn, 1977;McGee & Krajewski, 1979), and leadership (McGee & Eaker, 1978). This decade ended with reports that reflected concerns raised at the beginning of the movement, including the effectiveness of middle schools (Brooks, 1978;McGee & Krajewski, 1979) and the middle school versus junior high school debate.…”

Section: -1979: the Middle School Movement Beginsmentioning

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: -1979: the Middle School Movement Beginsmentioning

confidence: 99%

Section: -1979: the Middle School Movement Beginsmentioning

confidence: 99%

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

2016

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A Longitudinal Study of Interdisciplinary Teaming and Its Influence on Student Self-Concept

Stefanich

Mueller²,

Wills

1992

Research in Middle Level Education

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Thepresent study was partial replication ofastudy donefiveyears earlier whichexamined interdisciplinary teaming in middleschools andtheresulting impact of interdisciplinary teaming on student self-concepts. The degree of interdisciplinary teaming was measured using the stages-of-concern instrument that is a component of the Concerns Based Adoption Model (CBAM). Student self-concept was measured by the Piers-Harris Children's Self-Concept Scale. Results showed that the majority of teachers in Iowaschools are at the early stages of usage of interdisciplinary team teaching and usage overtime does not lead to higher levels of implementation of the concept. In contrast tothe1987 study, whichfoundstudents whoattendedmiddleschools with interdisciplinary teaming hadhigher self-concepts than middle schools in which teaming had not been implemented, this study did not find a significant difference between students in userand nonuser schools.

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The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools

Stefanich

Wills

Buss³

1991

The Journal of Early Adolescence

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The present study examined the degree to which interdisciplinary teaming was implemented in middle schools and the resulting impact of interdisciplinary teaming on students' self-concepts. The degree of interdisciplinary teaming was measured by means of the stages-of-concern and level-of-use instruments that are components of the Concerns-Based Adoption Model (CBAM). Student self-concept was measured by the Piers-Harris Self-Concept Scale. Results showed that the majority of teachers and administrators in Iowa schools are at the early stages of usage of interdisciplinary team teaching. Approximately one-fifth of nonuser teachers use some elements of interdisciplinary team teaching. Students who attended middle schools with high levels of interdisciplinary teaming had higher self-concepts than students who attended middle schools with low levels of interdisciplinary teaming. Thus, interdisciplinary teaming appears to play a role in favorably mediating the self-concepts of middle school students.

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Middle School Effectiveness: A Three Year Study

Cited by 3 publications

References 0 publications

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

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

A Longitudinal Study of Interdisciplinary Teaming and Its Influence on Student Self-Concept

The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools

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