Professional resources

Using the example of Shelburne Community School in Shelburne, Vermont, the authors emphasize the importance of involving students and parents in assessment and portfolio processes. Smith, C., & Myers, C. (2001). Students take center stage in classroom assessment. Middle Ground, 5(2), 10-16.

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 Middle School Portal is built specifically for middle school math and science teachers. Improve your content knowledge, more effectively integrate technology, connect to just in time teaching ideas, and search or browse by subject lists based on the national math and science education standards.

Texas Instruments has partnered with the National Council of Teachers of Mathematics to develop activities related to the show. We have developed our own materials. We welcome comments, suggestions, and contirubitons to these pages. Send them to the project director, Rick Durrett (rtd1(at)cornell.edu)

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.

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.

Having faculty collaborative teams to evaluate student works is proposed in this article. The standards related to content and performance of student works should be agreed among team members. Team members should also be willing to implement change. Garrison, C. (2006). Morn than paper load: What does all this student work tell us? Middle Ground, 9(3), 12-15.

Differentiating instruction is suggested to meet the needs of different students in a classroom. Strategies for conducting differentiating instruction are provided.

The former Principal Sherril Ray suggested a creative schedule as one strategy to meet students' needs at Furman Middle School in Sumter, South Carolina. Scheduling and associated academic activities are also provided as examples. McLeod, J. (2005). Kick-off, half-time, and over-time: Flexible scheduling scores points. Middle Ground, 8(4), 12-13.

The concepts and importance of courageous leadership is explained. The impact on educators and on students is also addressed.

This special report uses video interviews and other Web-based media to tell the story of America's decades-long struggle with improving our students' proficiency in math. It looks at international comparisons of student performance in math, and (here in the U.S.) at teacher preparation, the value of technology to math learning, and the importance of quantitative literacy as a foundation not only for work in science and technology, but also for a future as a problem-solver and an engaged citizen in today's world.