Resolving the Tension between Academic Rigor and Developmental Appropriateness (Part II).

Anfara, Vincent A., Jr.; Waks, Leonard

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Peer reviewed

ERIC Number: EJ628437

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0094-0771

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Resolving the Tension between Academic Rigor and Developmental Appropriateness (Part II).

Anfara, Vincent A., Jr.; Waks, Leonard

Middle School Journal, v32 n3 p25-30 Jan 2001

Argues that developmentally appropriate knowledge-in-use may be academically rigorous even when it does not mimic the more adult-like academic disciplines. Considers the creation of developmentally appropriate curriculum and ways to measure the academic rigor of learning outcomes without relying upon achievement tests grounded in academic disciplines. (JPB)

Descriptors: Academic Achievement, Curriculum Development, Developmentally Appropriate Practices, Educational Theories, Knowledge Level, Middle Schools, Progressive Education, School Restructuring

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A