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Full-Text Articles in Education
What Research Says About... The National Project On Common Planning Time, Steven B. Mertens, Vincent A. Anfara Jr., Nancy Flowers, Micki M. Caskey
What Research Says About... The National Project On Common Planning Time, Steven B. Mertens, Vincent A. Anfara Jr., Nancy Flowers, Micki M. Caskey
Curriculum and Instruction Faculty Publications and Presentations
What Research Says about... The National Project on Common Planning Time PDF version of a PowerPoint presentation given at the National Middle School Association Annual Conference, Indianapolis, IN, Nov. 6, 2009.
Using The Lesson Study Approach To Plan For Student Learning, Susan J. Lenski, Micki M. Caskey, Vincent A. Anfara Jr.
Using The Lesson Study Approach To Plan For Student Learning, Susan J. Lenski, Micki M. Caskey, Vincent A. Anfara Jr.
Curriculum and Instruction Faculty Publications and Presentations
The Lesson Study approach is a method of professional development that encourages teachers to reflect on their teaching practice through a cyclical process of collaborative lesson planning, lesson observation, and examination of student learning. This results-oriented professional development model is an ideal vehicle for improving instructional practice in middle schools. Characteristically, middle schools are (a) learning communities where teachers and students engage in active learning, (b) places with high expectations for every member of the community, and (c) organizational structures that support meaningful relationships (National Middle School Association, 2003). Middle school teachers have to know their students well—who they are …
Fundamentals For Student Success In The Middle Grades, Mike Muir, Vincent A. Anfara Jr., P. Gayle Andrews, Micki M. Caskey, Steven B. Mertens, David Hough
Fundamentals For Student Success In The Middle Grades, Mike Muir, Vincent A. Anfara Jr., P. Gayle Andrews, Micki M. Caskey, Steven B. Mertens, David Hough
Curriculum and Instruction Faculty Publications and Presentations
Determining how to provide the best education possible for young adolescents begins with the answers to three essential questions: Who are young adolescents? What do we know about them, their abilities, interests and strengths? Based on what we know about young adolescents, what should schools do to provide a quality education for each and every student? And finally, is there evidence that these recommended practices improve student achievement? How do we know programs and practices designed specifically with young adolescents in mind make a difference? To answer these questions, we will first outline some of the developmental characteristics of young …