January 2011 • Volume 42 • Number 3
Listening and Responding to Young Adolescents
Articles in this issue address all aspects of developmentally responsive middle grades programs—from the learning activities implemented within the classroom to the school building itself. Topics include creating activities that foster academic honesty, implementing career exploration in the middle grades, promoting literacy across the curriculum, designing middle grades school buildings that meet the needs of young adolescents, and using data to make instructional decisions and lead school improvement efforts.
Member Access articles are available for purchase.
A View from the Middle
David C. Virtue
Time to learn, time to live, time to grow
NMSA in Action
Information about what's going on at NMSA and with NMSA affiliates and members.
Listening Carefully to the Narratives of Young Adolescent Youth of Color
Amy S. Johnson Lachuk & Mary Louise Gomez
Middle grades teachers can use narrative inquiry methods to better understand their students' lives and improve their educational experiences.
This They Believe: Young Adolescents Reveal Their Needs in School
Margaret Zoller Booth
Middle grades educators can learn much about young adolescents' needs by simply listening to them.
Response to Intervention in Middle School: A Case Story
Evelyn S. Johnson & Lori A. Smith
RTI provides a tiered system of service delivery to help schools effectively meet diverse student needs.
"Way-in" Books Encourage Exploration in Middle Grades Classrooms
William P. Bintz
Teachers can select engaging books that offer students a "way in" to explore important topics across the curriculum.
Sheltered Instruction for Teachers of English Language Learners: The Promise of Online Mentoring
Paige Ware & Jessica Benschoter
Teachers learn about English language learners and language acquisition through online mentoring.
Teachers' Days, Delights, and Dilemmas: Wayside Teaching
Sara Davis Powell, Guest Columnist
Wayside teaching fosters healthy teacher-student relationships in middle grades school communities.
Research into Practice
Douglas Fisher, Diane Lapp, & Karen Wood
Reading for Details in Online and Printed Text: A Prerequisite for Deep Reading
Students can use "deep reading" strategies to improve their comprehension of online and print texts.
Every issue features questions and ideas for extending learning about topics in each article. Use the extensions to promote individual reflection, to stimulate discussion within teams, or to support professional development in your school.
Copyright © 2011 by National Middle School Association