Group items tagged

This article addresses the actions the middle level schools which participated in NNPS have taken to meet the NCLB requirements. One of the actions is School-Parent Compact which is the partnership between school and family. Examples of the annual action plan of school-parent compact are provided. Epstein, J. L. (2004). Meeting NCLB requirements for family involvement. Middle Ground, 8(1), 14-17.

Curriculum integration involves not only helping students make connections across content areas, but also promoting democracy in the classroom. The concepts of curriculum integration are discussed. The reactions of teachers, students, and parents to curriculum integration are reported. Paterson, J. (2003). Curriculum integration in a standards-based world. Middle Ground, 7(1), 10-12.

In this article the authors illustrate how Peter Senge's 5 disciplines: (1) systems thinking, (2) personal mastery, (3) mental models, (4) building shared vision, and (5) team learning can be used for the development of a learning organization in middle schools. Thompson, S., & McKelvy, E. (2007). Shared vision, team learning and professional learning communities. Middle Ground, 10(3), 12-14.

High achieving students are just as desperate as any other students for good teachers to help them progress. Strategies to meet the needs of advanced learners are provided in this article. Rakow, S. (2007). All means all: Classrooms that work for advanced learners. Middle Ground, 11(1), 10-12.

Across the country, teachers are providing students with the opportunity to use technology to make valuable contributions to their learning community. November, A. (2008). The digital learning farm. Middle Ground, 12(1), 10-13.

This document provides information on STEM education publications that may be of interest to DR-K12 grantees for the purposes of (1) disseminating knowledge and products and (2) developing partnerships with stakeholders and end users. These publications were chosen because they provide researchers and developers with an opportunity to present their work to individuals that could use, promote, or improve the work. We gave preference to organizations and publications that target practitioners and policymakers, though we also included some focused on the research and academic communities. Information for this index was collected primarily from organization websites. Manuscript submission guidelines and notes were provided as available on the websites. We made our best attempt to identify whether submissions were peer-reviewed, though some publications were not explicitly clear on this matter.

The Consortium for School Networking reports the emerging technologies in the areas of instruction and assessment and their characteristics. Recommendations for technology decision makers are also provided.