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Middle School History

Middle School History. Origins in the ‘six year high school’ Inclusion of Carnegie Units from the high school, particularly in ninth grade Emphasis on disciplines and compartmentalization Mechanistic models, including ‘factory’ model. Progressive Thinking. Rousseau (18 th century French)

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Middle School History

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  1. Middle School History • Origins in the ‘six year high school’ • Inclusion of Carnegie Units from the high school, particularly in ninth grade • Emphasis on disciplines and compartmentalization • Mechanistic models, including ‘factory’ model

  2. Progressive Thinking • Rousseau (18th century French) • Pestalozzi – “drawing out” vs. “filling up” • Froebel – child learning built around interests, creating an experiential model • Dewey – child-centered curricula; community, and positivism. Subject matter is for living, for experience.

  3. Dewey’s Proposal • Theory of Apperception: new experience is perceived and/or comprehended in terms of old or previously experienced understandings. • Child-Centered Curriculum • Community of Learners • Positive Learning Climate • Integrated and Applied Subjects • Acceptance of Differences

  4. Organizational Problem • Resources and curricular needs tended to emphasize the inclusion of the ninth grade in the junior high, taking the program away from the early adolescent developmental emphasis. • This school structure was attempting to serve two very different learning communities.

  5. William Alexander • A Student-Centered thinker who advocated the use of a 6-7-8 program that emphasized early adolescent needs. • Revived the term ‘Middle School.’ • Focus on exploration, not subject mastery

  6. Factors • Sputnik • Desegregation • Enrollment • Readiness for change

  7. Attributes • Block Schedules • Team Teaching • Interdisciplinary Work • Guidance • Exploration • Varied pedagogy • Personal development and learning styles

  8. Failure of Promise • Bureaucratic and Infrastructure Conflict • Commitment of Resources • Competing Agendas • Failure to implement research based practices • Standardization • Faulty Pedagogy – “drill and practice”

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