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Kaminski, Lorraine B.; Dornbos, Karen L.Focus on Curriculum Design for Middle SchoolPrograms.

Michigan Association of Middle School Educators, EastLansing.91

20p.

Michigan Association of. Middle School Educators,Michigan State University, 419 Erickson Hall, EastLansing, MI 48824 ($3.50).Guides Non-Classroom Use (055)

MF01/PC01 Plus Postage.Affective Objectives; Cognitive Development;*Curriculum Design; *Developmental Tasks;Interdisciplinary Approach; Intermediate Grades;Junior High Schools; *Middle Schools; PhysicalDevelopment; *Preadolescents; Social Development;*Student Characteristics; *Student Needs*Developmental Curriculum;. DevelopmentallyAppropriate Programs; Middle School Students

The middle school concept was devised to counteractthe tendency of junior high school programs to mimic those of thehigh school at the expense of addressing the developmental needs ofstudents who are in the process of physical maturation. This book oncurriculum design focuses on the importance of the middle school andunderstanding preadolescent students at this intermediate level ofeducation. It considers an effective middle school as one whichbreaks down the barriers of departmentalization and concentrates onlearning and teaching across the disciplines. To enable such anenvironment, the booklet suggests that educators consider thedevelopmental needs of the prea.,:olescent, and outlines a basis forcurriculum design to meet these needs. The booklet examinesdevelopmental characteristics in the following areas: CognitiveSkill--Brain Development; Cognitive Skill--Language Development;Affective Development; Social Development; Aesthetic Development; andPhysical Development: Growth, Health, Body Management. Eachcharacteristic is presented in terms of: (1) opportunities needed forhealthy development in each area; (2) characteristics of emergingadolescents related to each area; (3) implications for the educationof preadolescents; and (4) curriculum implications. (BAC)

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U.S. DEPARTMENT OF EDUCATIONCilia° of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

XThis document has been reproduced asreceived from the person or organizationoriginating it

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representolhaal OERI position or policy.

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (EPIC)."

FOCUS ON CURRICULUM DESIGNFOR MIDDLE SCHOOL PROGRAMS

y

Lorraine B. Kaminski, Ph.D.and

Karen L. Dornbos, Ph.D

Project EditorLouis G. Romano

Michigan State University

Special appreciation is extended to Dr. Nicholas. P. Georgiady, Professor. MiamiUniversity, Oxford, Ohio, .rho ga\ e imaluable suggestions for impro% ement ofthe manuscript.

For audi!lonai opws 7.) to Michigan Association of Middle School Educators,Michigan State University, 419 E,ic kson Hall, East Lansing, Michigan 48824.

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Table of Contents

introduction 2

Developmental Characteristics ofMiddle School Students 3

I. Cognitive Skills-Brain Development 3

II. Cognitive Skills-Language Development 4

III. Affective Development 7

IV. Social Development 8

V. Aesthetic Development 10

VI. Physical Development: Growth, Health,and Body Management 12

MAMSE Resources 15

4

Curriculum Design for Middle School Programsby Lorraine B. Kaminski, Ph.D. and Karen L. Dornbos, Ph.D.

The middle school was born because of the increasing' nature ofjunior high schools to mimic their older sibling, the senior high. Thepreadolescent student has long been identified as needing unique nurtur-ing, particularly when it comes to learning. Originally junior high schoolsdid an effective job of that (some still do). However, the temptation toimitate the high school combined with the gradually earlier physicalmaturation of the preadolescent has brought about the demand for achange away from the traditional junior high schools. This requires newand different education programs for these intermediate level students.The effective middle school is designed to achieve this goal.

Unfortunately, due to decreasing high school enrollment bringingabout the plague of the "bumping" syndrome, many teachers often findthemselves teaching preadolescent students when they have been trainedonly to teach high school students. In addition, being left without acurriculum designed especially for the needs of these preadolescentstudents, the teaching staff tend to gravitate toward departmentalization.Further, left without inservice training specifically concerning preadoles-cent needs and learning styles, staff will be seriously handicapped intheir ability to deal with the total needs of the students effectively.

The effective middle school breaks down the barriers of depart-mentalization by concentrating on teaching and learning across the dis-ciplines. The cognitive skills consisting of both brain development andlanguage acquisition are considered as important as the affective, social,aesthetic and physical needs. The twenty-first century, where thesestudents will spend their entire adult lives, demands a kind of coopera-tion and interdependence which has been largely unknown to mankindin the past. Programs must begin to focus on these needs at the criticalpreadolescent stage and move children along developmentally, untilthey are ready to handle a high school departmentalized program andseveral different teachers.

Educators need not become defensive but only need to look at thedevelopmental characteristics of preadolescents and their implicationsas the curriculum is designed. The following chart provides a soundbasis for curriculum design that meets the needs of the preadolescent.

Developmental Characteristics ofMiddle School Students

I. Cognitive Skill - Brain Development:

The ultimate goal of the cognition component is for middle schoochildren to acquire, adapt, and apply knowledge as they construct nev%or expanded concepts. In addition they should be aware of their owrbrain development. To progress toward this goal, the preadolescentmust have opportunities to develop:

A. physical knowledge (explore the observable properties of objects anophysical phenomena).

B. logical mathematical knowledge (understand and create relation-ships among objects and phenomena).

C. representational skills (symbolize the world through actions: objects,and words).

D. common social knowledge (learn the terms and facts valued bysociety).

E. critical thinking skills (observe, reason, analyze, predict, conclude,evaluate).

1. Characteristics ofEmerging Adolescents

Brain Development

Students move from theconcrete to the formalstage.

Girls often reach the for-mal stage one to twoyears before boys.

Slow brain growth.

2. Implications for thePreadolescent

Brain Development

Students move from realexperiential learning toreflective and abstractlearning.

Teaching methods needto vary.

More difficult to initiatenovel intellectualprocesses.

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3. CurriculumImplications

Brain Development

Inferential thinking skillsshould become a segmentof the curriculum.

Teachers need to use reallife examples in order topersonalize the abstract.

Provide a second chanceto do abstract problemsolving and provide cues.

Repetitive practices ofexisting skills as astrengthening of those.

New concepts should bepresented concretely andlinked to personalexperience and previouslearning.

1. Characteristics of 2. Implications for theEmerging Adolescents Preadolescent

Brain Development Brain Development

Teachers need to be ableto determine the cognitiveskill level of learners.

Egocentric. Movingtoward understandingothers' thinking.

Need social interactionwith peers in order todefine their own thinking.

Interaction with nature,society, and people.


Brain Development

Instruction needs to occurin flexible cooperativegroups based on needsand skill level.

Some learning needs tooccur outside of theclassroom.

II. Cognitive Skill - Language Development:The ultimate goals of the language component of the middle school

years are for middle school children to develop the ability to share theirthoughts. ideas, feelings, and perceptions with others, as well as toaccurately interpret the communications they receive. To progress to-ward their goals, middle school preadolescents must have opportunitiesto:A. hear many examples of real language and through reading, see many

examples or written language.B. learn how to attend to communications directed toward them.C. increase th,::r oral vocabulary and auditory comprehension skills.D. increase their ability to interpret and communicate nonverbal mes-

accu rately.E. experiment with language sounds, rhythm, volume, pitch, and words.F. improve memory skills related to oral and written language.G. expand their ability tc use words to represent knowledge, events,

ideas, imaginings, and perceptions.H. extend their range of expressive language strategies.I. see examples of written language.J. experiment with the function and forms of written language.K. express themselves in writing.L. attach meaning to print.


Language

Increased demand to uselanguage appropriatelyand effectively


Language

Language represents con-cepts, feelings, and infor-mation.

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3. Curriculumimplications

Language

Reading is seen as adynamic process and in-teraction between thereader's existing knowl-edge, the informationsuggested in the writtentext, and the purpose ofthe reading situation.


Language

Increased control of theiroral language.

Need to know why theyare to learn somethingand how they will use itoutside of school.

Need to share theirthoughts, ideas, feelings,and perceptions withothers.

Need to accurately inter-pret the communicationsthey receive.

Increased ability to inter-pret meaning from print.

Able to attend to com-munications directed to-ward them.

Increased ability to recalloral and written com-munications.

Give and receive manynonverbal messages.

Increase in ability to uselanguage.


Language

Oral language shouldfocus on the student's life.

'.Vritten language has rele-vance only if the adoles-cent can relate it to orallanguage that is under-stood.

Ability to express them-selves orally and in writ-ing is increasing.

Reading focuses more onhow to get meaning fromprint and on reading as apleasurable activity.

Broadening of views ofmeanings in readings.

Need to develop auditorycomprehension skills andincrease oral vocabulary.

Teacher talk increases andthe amount of indepen-dent reading increases.

Improve aoility to inter-pret and communicatenonverbal messages.

More capable of usingsounds, rhythm, volume,pitch, and words to ex-tend their range of expres-sive language.

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Language

Give opportunities forpractice in functionalreading, writing, andspeaking.

Make use of magazines,newspapers, and contentarea material for teachingof instructional strategiesthat can transfer to reallife.

Provide opportunities tohear many examples ofreal language and to seemany examples of writtenlanguage.

Engage learners in activi-ties that develop theirimage of themselves asreaders, writers, speakers,and listeners.

Opportunity to learn toread by the act of reading.An effective strategy is adaily uninterrupted silentreading period.

Opportunities to exchangeinterpretations of readings.

Provide instruction onlistening strategies, notetaking, and focusing skills.

Teach memory techniquesand strategies related tooral and written language.

Provide expe-iencesinterpreting and com-municating nonverbalmessages accurately.

Provide opportunities toexperiment with languageusing a variety of tech-niques.


Language

Greater ability to usewords to representknowledge, events, ideas,imaginings, perceptions.

Greater ability to solveproblems.

Interaction with peerssought.

Learn by doing.

Varied and expandinginterests.


Language

Expected to be able to ex-press self in print.

Greater expectations areplaced on students byparents. teachers, and self.

Teachers are askingthoughtful questions.

is Significant adults andpeers are influential,

Activities help support thelearning.

More reading is requiredof the student.

Ability to understand in-creasingly complex text.

Influenced by peer andsignificant adult models.

Be exposed to literaturewith a variety of genre.

Need to read faster withhigh comprehension.

Need to become indepen-dent learners.

assessing what isalready known about atopic can influenceunderstanding.

Appropriate models areneeded.

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Language

Instruction in processwriting.

Provide opportunities toauthor

Provide opportunities to:discuss answers toquestions orally.

-* to write answers toquestions.receive feedback.

Use cooperative teamingand peer discussion.

Provide hands-on concreteexamples for initiallearning.

Opportunities for teacherto read orally to studentsfrom a variety of genre.

* materials at variouslevels and interestsavailable to students.classroom atmospherewhere there are lots ofbooks of various levels.

Teachers need to makestudents aware that theirrat,. of reading dependson the material being readand the purpose for whichit is being read.

Model strategies andprovide guided practicethat gradually shifts con-trol for specific strategiesfrom the teacher to thestudent.

Model enthusiasm. Modelreading, writing, speaking,and lisiening.

Ill. Affective Development:The ultimate goal of the affective component is for middle school

children to feel lovable, valuable, arid competent about themselves. Toprogress toward this goal, preadolescents must have opportunities to:A. learn about themselves.B. develop independence.C. discover the satisfaction of meaningful work.D. evaluate themselves positively.E. develop non-sexist attitudes and behaviors.


Affective

Emotional extremes dueto hormonal changes.

Feel self-conF6ence.

Feel misunderstood andisolated.

Tendency to have fears.


Affective

Feel confused aboutthemselves and thesechanges and about theirplace within the socialgroup.

Overly concerned thateveryone notices every-thing about them.

The preadolescent needsto realize this is a univer-sal feeling of this agegroup.

Inappropriate knowledgebase to explain naturalphenomena which arenormal.

Worry over nonaccept-ance based on grades,looks, physical ability, andbelonging.

3. Curt iculumImplications

Affective

Curriculum and instructorsneed to remain positive,tolerant, and understand-ing.Discuss values; morality.

Provide programs whichallow children to reducestress, role play, andachieve success.

Provide discussion groups,sharing time, and roleplaying.

Discuss worries and fears.Provide scientific knowl-ledge to alleviate fears.

Provide for physicalactivity, involvement withothers, advisor-adviseeprograms, and counseling.

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Affective

Conscience becomesstronger.

Begin to leave the familystructure.

2. implications for thePreadolescent

Affective

Concerns about fairnessand honesty.

Difficulty with 'gray'areas.

Inability to apply rules toself.

Inability to see two sidesof a situation.

Search for significantothers outside of thefamily.

IV. Social Development:The ult:rr4e goal of the social component is for middle school

children to develop internal behavior controls, prosocial values, and todevelop successful pattens of interaction with groups. To progress to-ward this goal preadolescents must have opportunities to:

A. learn the rules and expectation:: of society.B. develop social skills.C. develop respect for the wide diversity of people in the world.


Affective

Show the need for rules ina society.

Promote programs thatdevelop roles of authorityand self-awareness.

Experiential learning withjudicial system (ie: studentcourt and the courtsystem).

Institute student organiza-tions and develop rulesand regulations for livingwithin a society.

Implement advisor/advisee program.

Peer group counseling.

Provide role models,opportunities for relation-ships to develop, and forcareer awareness.


Social

A growing dependenceon peers.


Social

Students spend time andenergy developing peeracceptance.

This does not have tooccur at the expense ofparental relationships.

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11


Social

Opportunities to work ingroups.

1. Characteristics of 2. Implications for theEmerging Adolescents Preadolescent

Social

Development of relation-ships with opposite sex.

Awareness of a multi-cultural society.

Social

Behaviors are responsiveto group pressure.

Superficial lack of concernfor family.

In beginning stages theinterest is with the samesex. As the preadolescentmatures interest developsin attracting the attentionof the opposite sex.

The world is composed ofpeople who are not thesame as self in race,creed, color, and socio-economic status.

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3. Curriculumlndlications

Social

Classes designed to teachpersuasion, debate skills,and non-abusive expres-sive talk should he a partof the curriculum.

Opportunities to sharetheir feelings and reasonsfor behavior in a suppor-tive environment.

Provide appropriate socialexperiences.

Provide sex educationprograms.

Provide programs thatoffer development of skillsfor building relationships.

Teach social skills throughcooperative learning.

Stress the importance ofb-)th group activities andindependent activities.

Present programs thatrepresent groups in apositive manner.

Provide opportunities forheterogeneous groupsbased on these factors.

Provide field trips thatmake students aware ofthese different societalfactions.

V. Aesthetic Development:The ultimate goal of the aesthetics component is for the middle

school adolescent to develop curiosity about the appreciation for thearts and the natural world. To progress toward this goal, preadolescentsmust have opportunities to:A. explore and become actively involved in diverse forms of art and

music, creative movement, drama, poetry, and literature.B. experience and create humor.C. experience the wonder of the natural world.1. Characteristics of

Emerging Adolescents

Aesthetics

Curious about me world.

Love to explore, investi-gate, inquire, and testideas and things.

Short attention span withperiods of listlessness,day-dreaming, andfatigue.

Curious about themselvesand try.og to find out whothey are.


Aesthetics

Develop and allow forexploration.

Exploration may includetaking things apart, read-ing extensively, challeng-ing the teacher.

Need a variety of instruc-tional techniques, needtime for interaction andclarification.

Development of thewhole child (social,emotional, physical, andintellectual) with emphasison total growth ratherthan just subject mattergrowth.

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Aesthetics

Ample opportunity forexploration in the variousforms of art - developmentof skills should not beemphasized.

Use a variety oftechniques:

lectureinquirydemonstrationquestion/answerhomeworksmall grouplarge groupdiscussiondebatesmanipulationaudio-visual

Use "quarter system":1/4 teacher instruction1/4 large group1/4 small group1/4 independent

Emphasize experiencerather than accomplish-ment by providing oppor-tunities for:

* enrichment* exploration

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Aesthetics

Discovering what theylike and dislike.

Relevance of an activity isis important.


Aesthetics

Learn best with multi-m aterials approach.

It is important thatstudents see how they canuse the new learning nowand in the future.

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Aesthetics

Opportunity to tryvariousforms of art: music,drama, movement, andhumor.

* allow for creativityrather than forconformity.

* learn by doing as wellas by seeing, reading,or listening.

Experience things that areof interest now and canfoster interest in thefuture.

The most effective way toimplement aestheticsduring the school day isthrough the Unified Artsprogram, which mayinclude:

Home Economics.ArtMusicBandOrchestraDancePhotography

Aesthetics may be seen inthe following format, inaddition to others:

art fairscraft demonstrationsfashion showsbake-offsperformancesplays

VI. Physical Development: Growth, Health,Body Management

The ultimate goals of the physical component of the middle schoolyears are for middle school children to achieve mastery of the environ-ment through improved body control and for them to develop knowl-edge of their own physical development and that of their peers. inaddition, it is important for them to develop skills and behaviors relatedto a healthy life style. To progress toward these goals, preadolescentsmust have opportunities to:

A. develop their senses.B. learn about their bodies.C. practice gross motor skills.D. practice fine motor skills.E. increase their understanding of hygiene, nutrition, safety, and fitness.1. Characteristics of

Emerging Adolescents

Physical Development:P, Growth

The growth pattern islargely the same for allboys and girls:

* wide variations in thetiming and degree ofchanges.

* relatively consistent inboth males andfemales.

The greatest amount ofphysical as well aspsychological and socialchange in an individualwill occur during thistime

Body is changing into anadult body ar d thedevelopment ofsecondary sex characteris-tics take place:

" boys are growing broadshouldered, deepchested, and heavierwith a voice changewhich is more notice-able than with girls.

* most rapid growth forboys usually occursbeo,veen ages 13 andone-half and 14.


Physical Development:a. Growth

Transition takes aboutfour years.

* begins and ends abouttwo years earlier forgirls than for boys.

Physical differences needto be recognized andaccepted by theindividual.

Need to know, under-stand, and manage theirphysical changes.

* perceptions and feel-ings toward changesare more importantthan the actual changes.

Change in status can occuras they compare themselvesto their peers:

" girls prefer to develop atthe same rate as othergirls.



Learning about their ownphysical changes and theirpeers' physical cnanges.* opportunity to interact

appropriately with agemates.

Need to feel differencesare okay and that differ-ences will not interferewith their level ofacceptance.

Need to accommodate awide range of studentabilities.

* provide varying groupsto accommodatedifferences.

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* extremely self-conscience.

* facial proportionschange as the nose andchin become moreprominent,

Girls are usually taller andproportionately heavierthan boys from ages11-14.

The growth hormone inthe anterior lobe of thepituitary gland.

* stimulates the overallgrowth of bones andtissue and is responsi-ble for the individual'srate of growth.

* causes the gonads,testes in males andovaries in females togrow, which in turnproduce hormones oftheir own.

Bones grow faster thanthe muscles:

* legs and arms growproportionately fasterthan the trunk

* hands and feet maturefaster than arms andlegs



An awareness that indi-viduals grow at varyingrates and that they beginthis rapid growth at differ-ent ages.

The major result ofpuberty is the ability tobiologically reproduce.

Awkwardness and accidents are common due torapid growth.

Poor posture andawkwardness becomeincreasingly evident.



Emphasize self under-standing by promotinghealth and science experi-ences that will develop anunderstanding of growthand development.

Expect a tremendousrange of maturity levels inany given classroom.Biologically andphysiologically:

* some 14 year old boysmay be equal to 10year old boys.

* some 14 year old girlsmay be equivalent to 19year old girls.

Awareness of the respojsi-bilities the student has fortheir actions and the con-sequences through

* drug education* sex education* family life education.

Physical activities shouldbe incorporated in theprogram day and throughthe classroom activities,

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I. Characteristics ofEmerging Adolescents

Physical Development:b. Health

Freedom from disease,however,

* eyes, ears, and teethmay require medicalattention.

* minor illnesses of dura-tion are common.

Oil and sweat glandsactive. Acne increases.

Growth in size of heart isslower so that enduranceis usually not high.Changes in thymus,thyroid, and adrenalglands result in changesin rate of metabolism,blood pressure, and pulserate.

* may overtire in excit-ing competition.

* periods of listlessness,possibly of emotionalor physical nature.



A nutritional diet isneeded to meet the rapidgrowth which is takingplace in order to maintaingood health.

Body odor may resultdue to activated sweatglands.

Most students will need atleast nine hours sleep.

Important to developgood habits for diet,exercise, and rest, with abalance between mentaland physical activity.

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Encourage developmentof the habit of periodicvisits to the doctor anddentist.

Awareness of propernutrition so wise choicescan be made about whatthey eat.

Physical education classperiods should be longenough to allow forshowers.

* showers should berequired

* bathing regularlyshould be encouraged.

Provide opportunity forexploration of a variety ofphysical activities.

Intramural activity pro-grams rather than inter-school and based onstudent needs:

* all interested studentsshould be encouragedto take part in afterschool activities.group students withother students of likephysical abilities.

Homework should becoordinated betweenteachers.

M.A.M.S.E. Resources

CHANGING FROM A JUNIOR HIGHTO A MIDDLE SCHOOL

By Nicholas P. Georgiady and Louis G. Romano

A filmstrip-cassette presentation of a model to move from a junior highschool program to a middle school program. This model emerged fromactual implementation of a middle school in ten school districts inIllinois, Michigan, and Ohio.

$24.95

THE MIDDLE SCHOOL - A HUMANIZING EFFORT $21.00by Nicholas P. Georgiady, Addle Kinsinger, and Louis Romano

This fiimstrip-cassette is an excellent presentation of the characteristicsof a middle school. Can be used for teacher in-service or for parentgroups interested in the middle school.

FOCUS ON INTERSCHOLASTIC SPORTS ANDTHE MIDDLE SCHOOL

by C. Kenneth McEwin

This focus paper presents the case for and against interscholastic sports, andtakes the position that there is no place for interscholastic sports at the middleschool.

$3.50

MIDDLE SCHOOL - POSITION PAPER 53.50by Tony Egnatuk, Nicholas P. Georgiady, C. Robert Muth and Louis G. RomanoThis publication was designed to assist one of America's largest school districtsto adopt the middle school concept. Later the original position paper was re-vised to meet our present day needs. Note similarity of recommendations withthose of the report Turning Points, Preparing American Youth for the 21stCentury, Carnegie Council on Adolescent Development.

CRASH COURSE ON PARENTINGPRE-ADOLESCENTS 10/$2.50

by Dolly McMaster

A four-page flyer which informs parents on certain facts about the pre-adolescentand the resulting normal behavior.

FOCUS ON INTEGRATING ART INTO THE CLASSROOM $3.50by Anita Bouth

This publication includes a brief review of brain functioning, suggestions forsubject areas to integrate creative expression into the curriculum. Specific lessonplans provided for science, social studies, English, and math. Appendices includeclassroom materials needed, resource materials and prints, and activities tofacilitate cross-over of creative thinking activities.

FOCUS ON MICROCOMPUTERS IN THE MIDDLE SCHOOLby Jean Marlow, Dale Rosene, Joseph Snider, and Don Steer

This focus paper reviews the effective uses for microcomputers in the middleschool complete with a valuable listing of resources for teachers.

$3.50

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FOCUS ON SCHOOL CLIMATE $3.50by Thomas Scullen

This manuscript is an attempt to pinpoint the techniques necessary to promote

and maintain an excellent organization. Improving school climate begins withthe principal, who must accept the challenge of developing a style that accen-tuates the positive and motivates staff members to do their very best. Practicalsuggestions are provided to improve school climate.

FOCUS ON CENSORSHIP IN THE MIDDLE SCHOOL $3.50by Nicholas P. Georgiady

This focus paper examines the problem of censorship and how middle schools

can meet it through careful planning. Excellent resources included.

DO YOU HAVE A MIDDLE SCHOOL 10/$2.00

by Louis G. Romano, Susan Pressel, Margaret Sandber and Ken Wagner

A checklist designed to help teachers, administrators and parents to determineif a school district has a middle school. It focuses on "The People," "TheInstruction" "The Activities," and "The Structure."

EVALUATIVE CRITERIA FOR A MIDDLE SCHOOL $6.00by William Powell and Louis G. Romano

Two years of extensive research provided this self-evaluation tool for middleschools interested in determining if their program is consistent with the middleschool philosophy. Covers philosophy, objectives, administration, curriculum,exploratory, guidance, media center, school-community, school plant, school

staff, and instructional areas. (Revised 1990)

FOCUS ON MIDDLE SCHOOL PARENT-TEACHER CONFERENCES $3.50

by Alice L. Hamacheck and Louis G. Romano

FOCUS ON TEAM TEACHING $3.50by Robert Cross and Sue Cross

FOCUS ON A MIDDLE SCHOOL BELIEF SYSTEM $3.50

by Frank S. Blom, Glen K. Gerard and Addie Kinsinger

PROCEDURES FOR ORDERING

1. Make out checks to M.A.M.S.E. or order by requisition from theschool district.

2. Order all materials from:Executive Director, M.A.M.S.E.Michigan State University, College of Education419 Erickson HailEast Lansing, MI 48824-1034

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Mtchtaan P.ssoclation ofMiddle School Educators

MAMSECares AboutKids In the

Middle!

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