M. Lee Manning

Creating Safe Schools

V iolent and potentially violent incidents in schools i the Uni d States continue to make the eadlines, with school-related violent deaths in the United States in the first half of the 2003-04 school year exceeding the deaths for the entire 2002-03 academic year (Vail 2004). There was a shooting outside the cafeteria in Ballou Senior High School in Washington, DC, and a female student was stabbed in a restroom at Southwood Middle

Child-Centered Middle Schools: A Position Paper Association for Childhood Education International

L ‘ld-centered middle schools provide 10to 15-year-olds, commonly known as young adolescents, with developmentally appropriate educational experiences that emphasize learners’ education and overall well-being. Ideally, these schools’ teachers, counselors, and administrators, as well as the students’ parents, collaboratively work to address young adolescents’ developmental needs and to ensure some degree of success for all learners. The curriculum, instructional methods and materials, guidance efforts, and the overall learning environment of a child-centered middle school demonstrate an understanding of the early adolescence developmental period and a commitment to the education of young adolescents. Specially trained teachers provide educational experiences that address young adolescents’ needs, interests, and perspectives. Similarly, educators recognize and address young adolescents’ differences resulting from culture, gender, and sexual orientation. Young adolescents know that educators value academic achievement, especially when the educational experiences reflect their physical, psychosocial, and cognitive development.

Cultural and Gender Differences in Young Adolescents.

Early adolescence has been described as a developmental period character ized by considerable diversity (Thornburg, 1982). Anyone acquainted with young adolescents can suggest examples of extremedifferencesinphysical, psychosocial, and cognitive development. Recent research, however, indicates young adolescents also have cultural and gender differences which further contribute to their overall diversity. While educators can easily recognize devel opmental differences, cultural and gender differences may not be as obvious and, thus, might not be reflected in educational prac tice. This article looks at the recent research

Revisiting Developmentally Appropriate Middle Level Schools.

N early 10 years ago, the Association for Childhood Education International -(ACE0 published Dezwloytrrcritnlly Ayyroyrinte Middle Leud Schools to promote middle level schools that base educational experiences on young adolescents’ physical, psychosocial, and cognitive developmental characteristics. Over the past decade, this emphasis can be seen in several other publications: This We Believe (National Middle School Association, 1995), Ttrrnirig Poirrts 2000 (Jackson & Davis, 2000), and ACEI’s position paper “Child-Centered Middle Schools” (Manning, 2000). In addition, ACE1 has demonstrated a commitment to young adolescents and their education and well-being through its Intermediate/ Middle Childhood Committee and its publication of the revised edition of Dcz,cloyrirerft~lly Appropriate Middle Leuel Schools. This article revisits the middle level school movement, provides an overview of young adolescents’ development, offers representative examples of developmentally appropriate practices, and looks at progress educators have made, as well as the challenges still facing us.

In the Midst of Reform: The Changing Structure and Practice of Middle School Education.

T he impetus for current educational reform arises from various sources. For example, concern exists about dwindling funds, about ways to improve learner outcomes, and about the overall quality of public instruction (e.g., Lewis 1993). Although reform efforts have focused on all levels of schooling, a number of recent initiatives call for fundamental changes in middle schools (Carnegie Council on Adolescent Development 1989). Many such proposals come in response to the growing ethnic, racial, linguistic, and socioeconomic diversity within the middle school population. At the same time, there is a steady movement of students with disabilities from more-restrictive classrooms (e.g., self-contained classrooms) to less-restrictive classrooms (e.g., resource and general classrooms) (Gable and Hendrickson 1997). As a result, there is growing sentiment that professional collaboration, student grouping and scheduling options, and more pupil-specific instruction are essential if we are to address the needs of all middle school students (e.g., Anderman and Maehr 1994; Bauwens, Hourcade, and Friend 1989; Cohen 1994; Elford 1993).

Havighurst's Developmental Tasks, Young Adolescents, and Diversity

(2002). Havighursts Developmental Tasks, Young Adolescents, and Diversity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 76, No. 2, pp. 75-78.

An Alternative Certification Program: Career Transition

Abstract Alternative certification programs hold promise for increasing the supply of qualified teachers in our schools. The Military Career Transition Program (MCTP) at Old Dominion University is an innovative teacher education program which certifies persons leaving the military and seeking a second career in teaching. The program provides counseling and advising for career transition as well as placement and follow-up seminars to assist with career induction. The MCTP has prepared approximately 250 people to begin teaching as a second career. As of July 1994, 172 of approximately 250 graduates had secured teaching positions in twenty-four states. This number is expected to increase as employment for the 1994–1995 school year begins. The MCTP has grown from the original 40 participants to over 800 students pursuing coursework leading to teacher certification and graduate degrees in elementary, secondary, special, and technical education.

Working with Parents—Cultural and Linguistic Considerations

Rationale for Cultural Considerations To educate an increasingly diverse student population, educators should look toward parents, families, and communities for help in fostering school success ( 0 s te rl i ng , Vio I a nd Sa nc hex, and vonVacano 1999). Overall, children seem to do better academically when parents take an active role in children’s education (USDE 1996). Although all parents deserve educators explain the school’s goals, make them feel welcome and valued, and involve them in their children’s education.

An Education Imperiled: The Challenge To Prepare Teachers To Combat School Aggression and Violence.

The incidence of aggression and violence in the schools is approaching epidemic proportions. Unfortunately, few teacher education programs have initiated coursework designed to equip public school personnel to face the mounting challenge of student aggression. First, we examine briefly the origin and nature of student aggression. Then, drawing upon a review of the accumulated literature, we offer a series of recommendations to refocus the content of teacher education programs. We also discuss redefining the boundaries of professional development to engage all school personnel to combat aggression. Lastly, we argue for strengthening university and public school collaboration to curb the rising tide of student aggression and violence.

Seven Essentials of Effective At-Risk Programs.

Many young adolescents struggle with at-risk conditions such as poverty, low achievement, criminal behaviors, suicidal thoughts, unwanted pregnancies, and substance abuse. School programs use various approaches to address at-risk conditions. Those programs that have proven to be most successful share seven essentials that can be incorporated into any at-risk program: comprehensive approaches; an emphasis on self-concept; high expectations; improving social skills; teachers and learners agreeing on objectives, methods, and materials; involvement of parents and families; and a recognition of the relationship between motivation and success. This article looks at these essentials of at-risk programs and describes an actual program that exemplifies each essential. It should be noted that the selection of these programs does not negate the other fine programs serving youngsters daily. Also, not all programs described here focus only on young adolescents; however, each program illustrates an essential that should be a major consideration when designing at-risk programs for young adolescents.