Middle School Practices Improve Student Achievement in High Poverty Schools

Middle School Journal

Volumn 35, Issue 1, 2003, Pages 33-43

  Mertens, Steven B ^a   Flowers, Nancy ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34748899541     PISSN: None     EISSN: 23276223     Source Type: Journal    
DOI: 10.1080/00940771.2003.11494524     Document Type: Article

References (23)

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2. Arhar, J., (1997). The effects of interdisciplinary teaming on teachers and students. In J., Irvin (Ed.), What current research says to the middle level practitioner (pp. 49–55). Columbus, OH: National Middle School Association.
3. Dickinson, T. S., & Erb, T. O., (1997). We gain more than we give: Teaming in middle schools. Columbus, OH: National Middle School Association.
4. Epstein, J. L., & MacIver, D. J., (1990). Education in the middle grades: National practices and trends. Columbus, OH: National Middle School Association.
5. Erb, T. O., (2001). Transforming organizational structures for young adolescents and adult learning. In T. S., Dickinson (Ed.), Reinventing the middle school, (pp. 176–200). New York: RoutledgeFalmer.
6. Erb, T. O., & Doda, N. M., (1989). Team organization: Promise-practices and possibilities. Washington, DC: National Education Association.
7. Felner, R. D., Jackson, A. W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N., (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points based comprehensive school transformation. Phi Delta Kappan, 78, 528–532, 541–550.
8. Flowers, N., Mertens, S., & Mulhall, P., (1999). The impact of teaming: Five research-based outcomes of teaming. Middle School Journal, 31(2), 57–60.
9. Flowers, N., Mertens, S., & Mulhall, P., (2000a). What makes interdisciplinary teams effective? Middle School Journal, 31(4), 53–56.
10. Flowers, N., Mertens, S. B., & Mulhall, P. F., (2000b). How teaming influences classroom practices. Middle School Journal, 32(2), 52–59.
11. George, P. S., & Alexander, W. M., (1993). The Exemplary Middle School (2nd ed.). Fort Worth: Harcourt Brace Jovanovich College Publishers.
12. Howe, A. C., & Bell, J., (1998). Factors associated with successful implementation of interdisciplinary curriculum units. Research in Middle Level Education Quarterly, 21(2), 39–52.
13. Kohn, A., (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heineman.
14. Lee, V., & Smith, J., (1993). Effects of school restructuring on the achievement and engagement of middle-grades students, Sociology of Education, 66(3), 164–187
15. Mertens, S., Flowers, N., & Mulhall, P., (1998). The Middle Start Initiative, phase I: A longitudinal analysis of Michigan middle-level schools. Urbana, IL: University of Illinois. Retrieved June 21, 2003, from http://www.cprd.uiuc.edu/schools/Phase%20I%20report.pdf
16. Mertens, S. B., Flowers, N., & Mulhall, P., (2002). The relationship between middle grades teacher certification and teaching practices. In V. A., Anfara, Jr. & S. L., Stacki (Eds.), Middle school curriculum, instruction, and assessment (pp. 119–138). Greenwich, CT: Information Age Publishing.
17. National Center for Education Statistics (2000-01). Core of common data: Information on public schools and school districts in the United States [Data file]. Retrieved June 24, 2003, from National Center for Education Statistics Web site, http://nces.ed.gov/ccd/pubschuniv.asp
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19. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
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