Some universities blame the poor academic performance of their young adult students on the poor quality instruction they think students received in high schools. High schools blame the middle schools, middle schools blame elementary schools, and elementary schools blame their students’ gene pool. It is stunning how similar their commentaries are to those recorded by
Read More… from We Have to Prepare Students for the Next Level, Don’t We?
World languages are an important component of effective middle level education. Helping young adolescents become fully functioning, self-actualized persons who are prepared for college, career, and the world, means giving them multiple opportunities to collaborate within and beyond the classroom and connect ideas across disciplines through problem solving and critical thinking. One way to reach
Read More… from World Language Education: Supporting This We Believe
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We hope you enjoy this article, originally published as a chapter in AMLE’s (previously NMSA) first book, The Middle School: A Look Ahead, published in 1977 and edited by Paul George. While the article remains relevant, and Dr. Lounsbury tells us it advances views he continues to hold, it is also remarkable how we are still
Read More… from Assuring the Continued Success of the Middle School
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Working collaboratively to create and sustain effective middle schools. Harrington Emmerson, a U.S. efficiency engineer and business theorist, said, “The man who knows how will always have a job. The man who also knows why will always be his boss. As to methods there may be a million and then some, but principles are few.
Read More… from International Perspectives on Middle Level Education
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The best schools are those that continue to experiment. The term “middle school” is an unassuming part of the vernacular of our educational system. During the past 50 years, middle schools have come to represent what is now the typical organization of schools for grades 6–8. But middle schools were not always the standard. In
Read More… from A Vision for Experimental Middle Schools Today
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Why tracking based on ability means everyone loses. Let’s say we have two soccer teams. One is populated by all of the strongest, fastest, toughest, athletic students. These kids attend practice every day after school and work out on their own in the evenings and on the weekends. They eat healthy food and receive the
Read More… from Mixing Up the Teams: All Students Deserve the Very Best
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