Six Strategies to Help Young Adolescents at the Tipping Point in Urban Middle Schools

Autor/in	Whitehouse, Sheldon
Titel	Six Strategies to Help Young Adolescents at the Tipping Point in Urban Middle Schools
Quelle	In: Middle School Journal (J3), 40 (2009) 5, S.18-21 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Community Leaders; Middle Schools; Federal Legislation; Adolescents; Urban Schools; Flexible Scheduling; Extended School Day; School Safety; School Community Relationship; Enrichment Activities; Academic Achievement; Evaluation; Professional Development; Partnerships in Education; Administrators; Teachers; Students; Academic Failure; Truancy; Literacy; Dropouts; Rhode Island + Suchen Sie Ihr Suchwort? Community leadership; Gemeindeleitung; Middle school; Mittelschule; Mittelstufenschule; Bundesrecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Flexible working hours; Flexible Arbeitszeit; Ganztagsunterricht; Bereicherungsprogramm; Schulleistung; Evaluierung; Hochschulpartnerschaft; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Schulabsentismus; Schulschwänzen; Schulverweigerung; Alphabetisierung; Schreib- und Lesefähigkeit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	For children, change can be frightening, and the middle school years are a time of dramatic change for them. Young adolescents are grappling with confusing and often difficult changes in their emotions, their bodies, their schools, their schedules, and the social and academic expectations placed upon them. Middle school administrators, teachers, and support staff face unique challenges, and to succeed, these professionals need help and support from parents and community leaders as well as the government. Unfortunately, according to this author, government has not always lived up to its end of the bargain. When President Bush signed No Child Left Behind, the Bush Administration and Congress promised to provide the funding schools and teachers would need to make the program successful. That promise was not kept. This author's work with teachers, administrators, and students at Perry Middle School taught him that urban middle schools face unique challenges--challenges that will not be solved without hard work and commitment from the entire community. In this article, the author offers six strategies to help young adolescents at the tipping point in urban middle schools: (1) Create a safe and nurturing environment; (2) Use a flexible schedule and an extended school day; (3) Implement enrichment and skill development programs that promote personal growth; (4) Apply research-based curriculum that uses a variety of assessments to monitor student learning; (5) Provide support and professional development to staff; and (6) Collaborate with parents, community organizations, and education stakeholders. (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10