Perspectives on Schooling in the Middle Years
Neither nations as a whole nor young people as individuals are served well by neglect of schooling in the middle years or unmindful approaches to the teaching and learning of early adolescents. For many, the opportunity to become independent, engaged, productive, adaptable, and resilient lifelong learners is lost in what are perceived as unstimulating, pointless, unresponsive, and alienating schools and classrooms. Particular approaches to middle schooling vary, dependent, in part, on national contexts, yet there is much in common that can be specified as defining a high-quality approach. Research evidence – inadequate although accumulating – suggests the effectiveness of middle schooling approaches.