The goal of the middle school organization is to create a learning environment that matches the developmental abilities and needs of young adolescents. This research attempts to operationalize that goal by integrating reading and English classes in large urban middle schools. The Student Team Reading and Writing (STRW) program reconfigured instruction to actively engage students
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The investigation examined a collaborative teaching and learning house structure at a New Zealand intermediate (or middle) school. Using observations, questionnaires, and interviews, we explored the perceptions of staff, children, and parents about the educational value of such a model and whether it meets the principles of good education for the young adolescent age group.
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At Park Ridge High School one of the texts in our eighth grade language arts curriculum that fulfills a Common Core State Standard is Mark Twain’s The Prince and the Pauper. This novel, which students read toward the end of the year, serves as a foundation to demonstrate that our students “read and comprehend literature, including
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Middle grades teachers whose students are the most engaged in learning and the least disruptive are the teachers who make the most of student grouping. The most effective teachers in our building have four group default settings that they use continually. Their students know each formation by name and can fall into each at a
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