Convinced that most educators are shortsighted in planning curriculum design, these writers take the proverbial bull by the horns and present the criteria they feel are necessary for realistic program planning. (Editor)

Middle level program planning involves three phases over three years: developing a written school philosophy, designing the curricular program, and implementing the plan to meet objectives. (Author/DCS)

Describes Mathematics in Context, a middle-level mathematics curriculum developed by researchers at the University of Wisconsin-Madison and the University of Utrecht, in the Netherlands. Instead of proceeding from a generalization to specific examples, the math originates in real problems; conversely, the mathematics learned is used to solve…

Divides curriculum development into 10 steps to aid administrators at the local level in planning for whole systems or for single courses. (JW)

Takes a systems approach to designing classroom instruction, providing models for program and course syllabuses, as well as for instructional units. Included are checklists for designing the three levels of instruction: the program, the course, and the instructional unit. (JW)

Middle school philosophy requires primary attention to student characteristics and needs when designing language programs. Designers must recognize a need for concrete treatment of subject matter and an integrated, egalitarian approach to instruction. Advice is provided regarding the articulation concerns, program outcome options, and format…

The community school does not start at 3:30 p.m. This is the notion that the writer tries to get across as he illustrates how to expand the concept of community education into the traditional day school program. (Editor)

Most students have the competence and the right to make significant decisions concerning their own learning if they are provided appropriate leadership, and high school principals must assume responsibility for initiating that leadership and ensuring its continuity. (Author)

The extended school year can play havoc with traditional music programs, the writer says, because the continuity that is essential is disrupted. He describes how to cope with this problem. (Editor)

A Goals 2000 grant enabled Rutland Northeast (Vermont) Supervisory District to conduct a year-long unit-design project for K-12 teachers and university interns. Participants reported a sharpened focus for classroom activity, with purpose clearly defined by authentic tasks and rubrics. Freeing time for unit development represents a cost recoverable…

Concerned about the differences that sometime arise between teachers and administrators in implementing the curriculum, the author clarifies some educational and personal relationships between the two to promote a more effective instructional program for students. (Editor)

The Massachusetts World Languages Curriculum establishes language proficiency as a priority. Cost has prevented some districts from incorporating world language programs at the middle level. Staff at Wachusett Regional School District decided to expose all their middle-level students to four different languages (French, Spanish, German, and…

Seventeen guidelines spell out major considerations for thinking about, planning, and implementing a middle school. The authors offer them as the basis for school and community discussions. (Editor)