Focus on the wonder years: challenges facing the American middle school
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the st...
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Santa Monica, CA
RAND
2004
|
| Subjects: | |
| Online Access: | http://www.rand.org/publications/MG/MG139 Inhaltsverzeichnis |
| Summary: | Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home. |
| Item Description: | "Prepared for the Edna McConnell Clark Foundation." -- "RAND Education." -- Errata slip included. Includes bibliographical references (p. 137-155) -- Also available online. |
| Physical Description: | xxiv, 155 S. graph. Darst. |
| ISBN: | 0833033905 |
Staff View
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| 520 | 3 | |a Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home. | |
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Record in the Search Index
| _version_ | 1804137145636487168 |
|---|---|
| adam_text | CONTENTS PREFACE. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III THE
RAND CORPORATION QUALITY ASSURANCE PROCESS V FIGURES XI T ABLES . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . .. XIII SUMMATY XV ACKNOWLEDGEMENTS XXI
ABBREVIATIONS XXIII CHAPTERONE GOALS, TERMS, METHODS, AND ORGANIZATION
1 PURPOSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 DEFINING OUR
TERMS 2 METHODOLOGY 2 THE LITERATURE REVIEW 3 THE DATA ANALYSES 4 SCOPE
: 6 ORGANIZATION 6 A FINAL NOTE 7 CHAPTERLWO ABRIEF HISTORY OF THE U .S.
MIDDLE SCHOOL 9 F E GH F S S G D C FI 9 ROM AN I T- OUR TO A
LX- IX RA E ON IGURATLON . THE FIRST JUNIOR HIGH SCHOOLS 10 THE JUNIOR
HIGH BECOMES THE MIDDLE SCHOOL 11 AMIDDLE SCHOOL CONCEPT EMERGES IN THE
1980S 12 THE TRANSITION AS CULPRIT Q CARNEGIE REPON ELABORATES ON
MISMATCH CONCEPT 14 DEVELOPMENTAL RESPONSIVENESS IN THE 1990S 16 ROLE OF
PROFESSIONAL ORGANIZATIONS 17 RECENT DEBATES AND RESEARCH FINDINGS 17
VII VIII FOCUSON THE WONDER YEARS: CHALLENGES FACING THE AMERICAN MIDDLE
SCHOOL CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 18 CHAPTER
THREE CORE PRAETICES OF THE MIDDLE SCHOOL CONCEPT. 20 INTERDISCIPLINARY
TEAM T EACHING 21 FLEXIBLE SCHEDULING 23 ADVISORY PROGRAMS 24 A MORE
RECENT PRACTICE: LOOPING 25 OBSTACLES FOR IMPLEMENTATION 26 CHALLENGES,
RECOMMENDATIONS, AND EXPLORATORY IDEAS 27 CHAPTER FOUR ACADEMIC
ACHIEVEMENT 28 SOURCES OF DATA AND LIMITATIONS . . . . . . . . . . . . .
.. . 29 COMPARING U.S. STUDENTS WITH THEIR PEERS IN OTHER COUNTRIES 30
PERFORMANCE OFMIDDLE GRADE STUDENTS OVER TIME 34 NATIONWIDE TRENDS 34
TRENDS AMONG SUBGROUPS 35 SUMMARYOFNATIONWIDEANDSUBGROUPTRENDS 38
ACHIEVEMENT AND THE ACCOUNTABILITY MOVEMENT 38 THE NO CHILD LEFT BEHIND
ACT 38 PERCENTAGES OF MIDDLE-GRADE STUDENTS REACHING PROFICIENEY 39
UNDERSTANDING AND ADDRESSING ACHIEVEMENT GAPS 42 CHALLENGES,
RECOMMENDATIONS, AND EXPLORATORY IDEAS 43 CHAPTER FIVE CONDITIONS FOR
STUDENT LEARNING 46 SOCIAL-EMOTIONAL PROBLEMS AND SCHOOL FUNCTIONING 47
DISENGAGEMENT, SOCIAL ALIENATION, AND DROPPING OUT 48 CLASSROOM CONTEXT
AND SCHOOL CLIMATE 49 SCHOOL SAFETY 50 SAFETY CONCERNS AND SCHOOL
FUNCTIONING 52 SCHOOL RESPONSES TO PROMOTE SAFETY 53 INTERNATIONAL
COMPARISONS OF CONDITIONS FOR LEARNING 53 EMOTIONAL AND PHYSICAL
PROBLEMS 56 SCHOOL CLIMATE 56 SOCIAL ISOLATION 56 PEER CULTTIRE 56
TEACHER SUPPORT 57 PARENTAL INVOLVEMENT 57 PERCEIVED SCHOOL PRESSURE 58
CONTENTS IX CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 60
CHAPTERSIX PRINCIPALS . 64 EFFECTIVE LEADERSHIP 65 PRINCIPALS
PERCEPTIONS OF SCHOOL PROBLEMS, T ASKS, AND GOALS 66 PERCEPTIONS
OFPROBLEMS SCHOOLS FACE 67 TIME ALLOCATION ACROSS T ASKS 68 PRINCIPALS
GOALS 69 CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 71 CHAPTER
SEVEN PROMOTING TEACHER COMPETENCE THROUGH TRAINING 73 PRESERVICE
TRAINING FOR MIDDLE SCHOOL TEACHERS 73 LACK OF SUBJECT-MATTER EXPERTISE
74 LACK OFTRAINING IN DEVELOPMENT OFYOUNG TEENS 76 PROFESSIONAL
DEVELOPMENT FOR MIDDLE SCHOOL T EACHERS 78 LATEST MODELS OF PROFESSIONAL
DEVELOPMENT 79 SASSANALYSES ON PROFESSIONAL DEVELOPMENT 79 CHALLENGES,
RECOMMENDATIONS, AND EXPLORATORY IDEAS 81 CHAPTER EIGHT PARENTAL
INVOLVEMENT 84 THE MANY FORMS OF PARENTAL INVOLVEMENT 84 PARENT
INVOLVEMENT AND STUDENT ACHIEVEMENT ...............**.............. 86
DECLINING PARENTAL INVOLVEMENT 88 SASS ANALYSIS OF PARENTAL INVOLVEMENT
IN ELEMENTARY, MIDDLE, AND HIGH SCHOOLS 92 FACTORS THAT INFLUENCE
PARENTAL INVOLVEMENT 94 SCHOOLS EFFORTS TO GET PARENTS INVOLVED 95
CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 96 CHAPTER NINE
WHOLE-SCHOOL REFORM MODELS 98 DIFFERENT WAYS OFKNOWING 100 TURNING
POINTS TRANSFORMING MIDDLE SCHOOLS MODEL 101 MAKING MIDDLE GRADES WORK
103 MIDDLE START INITIATIVE 105 TALENT DEVELOPMENT MIDDLE SCHOOL MODEL
106 ALM AT MIDDLE GRADES RESULTS 108 IMPLEMENTATION AND SUSTAINABILIRY
ISSUES 109 CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 111 X
FOCUSON THE WONDER YEARS: CHALLENGES FACING THE AMERICAN MIDDLE SCHOOL
CHAPTERTEN CONCLUSIONS AND RECOMMENDATIONS 112 SUMMARY OFFINDINGS 112
SEPARATING THE MIDDLE GRADES IS SCIENTIFICALLY UNSOUND 113 PROGRESS ON
AEADEMIC OUTCOMES IS POSITIVE HUT UNEVEN 113 CONDITIONS FOR LEARNING IN
MIDDLE SCHOOLS ARE SUBOPTIMAL 114 THE VISION OF THE MIDDLE SCHOOL HAS
NOT BEEN FULLY IMPLEMENTED 114 EVALUATION OF SUCCESS FOCUSES TOO
NARROWLY ON ACHIEVEMENT 114 MIDDLE SCHOOL TEACHERS AND PRINCIPALS LACK
APPROPRIATE TRAINING AND SUPPORT 115 PARENTAL SUPPORT WANES IN THE
MIDDLE YEARS 116 NEW REFORM MODELS SHOW PROMISE 116 RECOMMENDATIONS 116
LOOKING TO THE FUTURE 118 APPENDIXA CHARACTERISTICS OFU.S. PUBLIE
SCHOOLS SERVING MIDDLE GRADES 120 APPENDIXB INTERNATIONAL AND NATIONAL
DATA SETS 125 APPENDIXC FACTOR ANALYSIS OFHEALTH BEHAVIOR IN SCHOOL-AGED
CHILDREN 130 APPENDIXD RESEARCH RECOMMENDATIONS 133 REFERENCES 137
|
| adam_txt |
CONTENTS PREFACE. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III THE
RAND CORPORATION QUALITY ASSURANCE PROCESS V FIGURES XI T ABLES . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . XIII SUMMATY XV ACKNOWLEDGEMENTS XXI
ABBREVIATIONS " XXIII CHAPTERONE GOALS, TERMS, METHODS, AND ORGANIZATION
1 PURPOSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 DEFINING OUR
TERMS 2 METHODOLOGY 2 THE LITERATURE REVIEW 3 THE DATA ANALYSES 4 SCOPE
: 6 ORGANIZATION 6 A FINAL NOTE 7 CHAPTERLWO ABRIEF HISTORY OF THE U .S.
MIDDLE SCHOOL 9 F "E"GH F " "S S" G D C FI " 9 ROM AN I T- OUR TO A
LX- IX RA E ON IGURATLON . THE FIRST JUNIOR HIGH SCHOOLS 10 THE JUNIOR
HIGH BECOMES THE MIDDLE SCHOOL 11 AMIDDLE SCHOOL CONCEPT EMERGES IN THE
1980S 12 THE TRANSITION AS CULPRIT Q CARNEGIE REPON ELABORATES ON
MISMATCH CONCEPT 14 DEVELOPMENTAL RESPONSIVENESS IN THE 1990S 16 ROLE OF
PROFESSIONAL ORGANIZATIONS 17 RECENT DEBATES AND RESEARCH FINDINGS 17
VII VIII FOCUSON THE WONDER YEARS: CHALLENGES FACING THE AMERICAN MIDDLE
SCHOOL CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 18 CHAPTER
THREE CORE PRAETICES OF THE MIDDLE SCHOOL CONCEPT. 20 INTERDISCIPLINARY
TEAM T EACHING 21 FLEXIBLE SCHEDULING 23 ADVISORY PROGRAMS 24 A MORE
RECENT PRACTICE: LOOPING 25 OBSTACLES FOR IMPLEMENTATION 26 CHALLENGES,
RECOMMENDATIONS, AND EXPLORATORY IDEAS 27 CHAPTER FOUR ACADEMIC
ACHIEVEMENT 28 SOURCES OF DATA AND LIMITATIONS . . . . . . . . . . . . .
. . 29 COMPARING U.S. STUDENTS WITH THEIR PEERS IN OTHER COUNTRIES 30
PERFORMANCE OFMIDDLE GRADE STUDENTS OVER TIME 34 NATIONWIDE TRENDS 34
TRENDS AMONG SUBGROUPS 35 SUMMARYOFNATIONWIDEANDSUBGROUPTRENDS 38
ACHIEVEMENT AND THE ACCOUNTABILITY MOVEMENT 38 THE NO CHILD LEFT BEHIND
ACT 38 PERCENTAGES OF MIDDLE-GRADE STUDENTS REACHING PROFICIENEY 39
UNDERSTANDING AND ADDRESSING ACHIEVEMENT GAPS 42 CHALLENGES,
RECOMMENDATIONS, AND EXPLORATORY IDEAS 43 CHAPTER FIVE CONDITIONS FOR
STUDENT LEARNING 46 SOCIAL-EMOTIONAL PROBLEMS AND SCHOOL FUNCTIONING 47
DISENGAGEMENT, SOCIAL ALIENATION, AND DROPPING OUT 48 CLASSROOM CONTEXT
AND SCHOOL CLIMATE 49 SCHOOL SAFETY 50 SAFETY CONCERNS AND SCHOOL
FUNCTIONING 52 SCHOOL RESPONSES TO PROMOTE SAFETY 53 INTERNATIONAL
COMPARISONS OF CONDITIONS FOR LEARNING 53 EMOTIONAL AND PHYSICAL
PROBLEMS 56 SCHOOL CLIMATE 56 SOCIAL ISOLATION 56 PEER CULTTIRE 56
TEACHER SUPPORT 57 PARENTAL INVOLVEMENT 57 PERCEIVED SCHOOL PRESSURE 58
CONTENTS IX CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 60
CHAPTERSIX PRINCIPALS '.' 64 EFFECTIVE LEADERSHIP 65 PRINCIPALS'
PERCEPTIONS OF SCHOOL PROBLEMS, T ASKS, AND GOALS 66 PERCEPTIONS
OFPROBLEMS SCHOOLS FACE 67 TIME ALLOCATION ACROSS T ASKS 68 PRINCIPALS'
GOALS 69 CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 71 CHAPTER
SEVEN PROMOTING TEACHER COMPETENCE THROUGH TRAINING 73 PRESERVICE
TRAINING FOR MIDDLE SCHOOL TEACHERS 73 LACK OF SUBJECT-MATTER EXPERTISE
74 LACK OFTRAINING IN DEVELOPMENT OFYOUNG TEENS 76 PROFESSIONAL
DEVELOPMENT FOR MIDDLE SCHOOL T EACHERS 78 LATEST MODELS OF PROFESSIONAL
DEVELOPMENT 79 SASSANALYSES ON PROFESSIONAL DEVELOPMENT 79 CHALLENGES,
RECOMMENDATIONS, AND EXPLORATORY IDEAS 81 CHAPTER EIGHT PARENTAL
INVOLVEMENT 84 THE MANY FORMS OF PARENTAL INVOLVEMENT 84 PARENT
INVOLVEMENT AND STUDENT ACHIEVEMENT .**. 86
DECLINING PARENTAL INVOLVEMENT 88 SASS ANALYSIS OF PARENTAL INVOLVEMENT
IN ELEMENTARY, MIDDLE, AND HIGH SCHOOLS 92 FACTORS THAT INFLUENCE
PARENTAL INVOLVEMENT 94 SCHOOLS' EFFORTS TO GET PARENTS INVOLVED 95
CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 96 CHAPTER NINE
WHOLE-SCHOOL REFORM MODELS 98 DIFFERENT WAYS OFKNOWING 100 TURNING
POINTS TRANSFORMING MIDDLE SCHOOLS MODEL 101 MAKING MIDDLE GRADES WORK
103 MIDDLE START INITIATIVE 105 TALENT DEVELOPMENT MIDDLE SCHOOL MODEL
106 ALM AT MIDDLE GRADES RESULTS 108 IMPLEMENTATION AND SUSTAINABILIRY
ISSUES 109 CHALLENGES, RECOMMENDATIONS, AND EXPLORATORY IDEAS 111 X
FOCUSON THE WONDER YEARS: CHALLENGES FACING THE AMERICAN MIDDLE SCHOOL
CHAPTERTEN CONCLUSIONS AND RECOMMENDATIONS 112 SUMMARY OFFINDINGS 112
SEPARATING THE MIDDLE GRADES IS SCIENTIFICALLY UNSOUND 113 PROGRESS ON
AEADEMIC OUTCOMES IS POSITIVE HUT UNEVEN 113 CONDITIONS FOR LEARNING IN
MIDDLE SCHOOLS ARE SUBOPTIMAL 114 THE VISION OF THE MIDDLE SCHOOL HAS
NOT BEEN FULLY IMPLEMENTED 114 EVALUATION OF SUCCESS FOCUSES TOO
NARROWLY ON ACHIEVEMENT 114 MIDDLE SCHOOL TEACHERS AND PRINCIPALS LACK
APPROPRIATE TRAINING AND SUPPORT 115 PARENTAL SUPPORT WANES IN THE
MIDDLE YEARS 116 NEW REFORM MODELS SHOW PROMISE 116 RECOMMENDATIONS 116
LOOKING TO THE FUTURE 118 APPENDIXA CHARACTERISTICS OFU.S. PUBLIE
SCHOOLS SERVING MIDDLE GRADES 120 APPENDIXB INTERNATIONAL AND NATIONAL
DATA SETS 125 APPENDIXC FACTOR ANALYSIS OFHEALTH BEHAVIOR IN SCHOOL-AGED
CHILDREN 130 APPENDIXD RESEARCH RECOMMENDATIONS 133 REFERENCES 137 |
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| id | DE-604.BV022881676 |
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| index_date | 2024-07-02T18:50:42Z |
| indexdate | 2024-07-09T21:07:39Z |
| institution | BVB |
| isbn | 0833033905 |
| language | English |
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| publisher | RAND |
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| spelling | Focus on the wonder years challenges facing the American middle school Jaana Juvonen ... [et al.] Santa Monica, CA RAND 2004 xxiv, 155 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier "Prepared for the Edna McConnell Clark Foundation." -- "RAND Education." -- Errata slip included. Includes bibliographical references (p. 137-155) -- Also available online. Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home. EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh Middle schools United States Middle school education United States Middle school (DE-588)4169776-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Middle school (DE-588)4169776-5 s DE-604 Juvonen, Jaana Sonstige oth http://www.rand.org/publications/MG/MG139 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016086642&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Focus on the wonder years challenges facing the American middle school EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh Middle schools United States Middle school education United States Middle school (DE-588)4169776-5 gnd |
| subject_GND | (DE-588)4169776-5 (DE-588)4078704-7 |
| title | Focus on the wonder years challenges facing the American middle school |
| title_auth | Focus on the wonder years challenges facing the American middle school |
| title_exact_search | Focus on the wonder years challenges facing the American middle school |
| title_exact_search_txtP | Focus on the wonder years challenges facing the American middle school |
| title_full | Focus on the wonder years challenges facing the American middle school Jaana Juvonen ... [et al.] |
| title_fullStr | Focus on the wonder years challenges facing the American middle school Jaana Juvonen ... [et al.] |
| title_full_unstemmed | Focus on the wonder years challenges facing the American middle school Jaana Juvonen ... [et al.] |
| title_short | Focus on the wonder years |
| title_sort | focus on the wonder years challenges facing the american middle school |
| title_sub | challenges facing the American middle school |
| topic | EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh Middle schools United States Middle school education United States Middle school (DE-588)4169776-5 gnd |
| topic_facet | EDUCATION / Educational Policy & Reform / General SOCIAL SCIENCE / Children's Studies Middle schools United States Middle school education United States Middle school USA |
| url | http://www.rand.org/publications/MG/MG139 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016086642&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT juvonenjaana focusonthewonderyearschallengesfacingtheamericanmiddleschool |