Ten Current Truths about Effective Schools

Abstract

AbstractIn the last 25 years, the middle school movement has evolved and matured in ways few educators could have predicted. The adaptations and modifications which occured have, at times, frustrated those whose search was for a quick fix that would eliminate any need for continuing effort and improvement. Progress, however, rarely comes in such neat packages. While the search for the “holy grail” may be exciting, it has yet to provide many useful options for contemporary practitioners. Sometimes, it is necessary to focus on “current truths,” instights that lead to effective practice for a specific generation of students during a specific time period in the society in which they live.For those who are willing to accept what works today, without requiring a written guarantee that it will be eternally effective, there are exciting opportunities available. The cumulative experience and research data generated in the last several decades do offer many truths for consideration. Without debating whether they are temporary truths or eternal verities, what practices do appear to offer improved effectiveness for today's middle level schools? Additional informationNotes on contributorsNancy DodaDr. Nancy Doda of Burke, Virginia is now serving as an educational consultant.Paul GeorgeDr. Paul George is a Professor of Education at the University of Florida, Gainesville.Kenneth McEwinDr. Ken McEwin is a Professor of Education at Appalachian State University, Boone, N.C. All three are well known, active middle school leaders.