Female adolescent voice change (FAVC) is characterized by objectively measurable developments in both physiological and acoustical aspects of voice. Despite these observable changes, this period of vocal development has had little representation in both scientific and pedagogical research. Furthermore, few studies have articulated the perceptions…

Students in the middle grades experience tremendous development in various domains. However, childhood trauma can significantly impede this development, further exacerbating the functioning of our most vulnerable student populations. This article aims to describe the use of trauma-informed teaching as a form of middle-level, social justice…

Effective educators value young adolescents, are prepared to teach them, and are knowledgeable about this age group. Middle level educators' understanding of adolescent brain development and developmentally responsive teaching strategies can help to support all adolescents' cognitive and social-emotional development in school. This article…

Adolescence can be a particularly difficult time for youth as they experience the physical, social, and academic changes that accompany maturation. One of the most critical challenges for schools is teaching adolescent students positive social and emotional skills, which are crucial for them to succeed academically and emotionally. "Strong…

The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination.…

These three papers test existing educational and identity development theory regarding the phenomenon of transformative pedagogy and its effectiveness, in order to determine the predictive ability of a class on morals and ethics with transformative goals during eleventh or twelfth grade Social Justice towards transformed individuals later in life.…

Middle school students are walking dichotomies. They can talk about world peace and then hit the kid next to them. They can recycle to ease global warming only to leave the cafeteria a mess. Why? Well, scientifically, it is because their brains do not work. When people look at middle school students, they can plainly see evidence of physical…

The transition from primary to secondary school can often be a difficult time for children, and managing the transition smoothly has posed a problem for teachers at both upper primary and lower secondary level. At a time when "childhood" recedes and "adulthood" beckons, the inequalities between individual children can widen,…

Middle adolescents are exposed to environments riddled with potential adversities which pervade their lives, adding to the challenges inherent in their developmental stage. They spend a significant time in school and therefore it is an appropriate context to foster, enhance, and develop emotional, social, and cognitive resilience competencies.…

Reports on a study of 120 (60 boys, 60 girls) middle school students in Bophuthatswana on the relation of academic achievement to self-concept and locus of control. Finds that measures of extraversion, neuroticism, and psychoticism are related negatively to school achievement. (CFR)

Middle school practices should reflect research showing how students entering adolescence, at 10-14 years of age, are different from other children. Middle school students are changing physically, intellectually, and emotionally. Schools should emphasize: (1) active learning experiences; (2) student-centered methods; (3) recognition of individual…

Proposes recommendations for balancing middle school students' academic, personal, and social needs by addressing personal development through curriculum and instruction, instructional program components, and a culture of assessment. Argues that academic achievement enhances self-esteem, concluding that students' academic achievement and personal…

Argues that the middle school philosophy must address physical, psychological, intellectual, social, moral, and ethical needs of young adolescents. Presents 10 different methods of instruction that teachers can utilize to meet students' needs in order to make learning more productive and to balance student-centered and subject-centered…

This curriculum guide contains instructional materials for a one- or two-year field-based internship that provides students a background knowledge of child and adolescent development principles and principles of effective teaching practices by allowing students to work under the joint direction and supervision of both a family and consumer…