CONTENTS
Preface, Vincent A. Anfara, Jr., The University of Tennessee. Introduction. Middle Level Curriculum, Instruction and Assessment: Evolution or an Innovation at Risk?, Steven J. Gross, Temple University. Curriculum Integration: History and Research, Billy O’Steen, Pru Cuper, Hiller Spires, Candy Beal, and Carol Pope North Carolina State University. Exploratory Education in a Society of Knowledge and Risk, Leonard Waks, Temple University. Developmental Appropriateness vs. Academic Rigor: An Untenable Dualism in Middle Level Education, Vincent A. Anfara, Jr., The University of Tennessee, and Leonard Waks, Temple University. Culturally Responsive Instructional Processes, Dave F. Brown, West Chester University. Every Student and Every Teacher: Crossing the Boundaries of Middle-level, TESOL, Bilingual and Special Education, Ellen Skilton-Sylvester, Temple University, and Graciela Slesaransky-Poe, Arcadia University. Authentic Curriculum: Strengthening Middle Level Education, Micki M. Caskey, Portland State University. The Relationship Between Middle Grades Teacher Certification and Teaching Practices, Steven B. Mertens, Nancy Flowers, and Peter Mulhall, University of Illinois, Urbana-Champaign, Center for Prevention Research and Development. Character Education Infused Into Middle Level Education, Thomas F. Mandeville and Rich Radcliff, Southwest Texas State University. Reculturing Middle Schools to Use Cross-Curricular Portfolios to Support Integrative Learning, Sue Carol Thompson, University of Missouri, Kansas City. Enabling “Algebra for All” With a Facilitated Instructional Program: A Case Study of a Talent Development Middle School, Robert Balfanz and Douglas Mac Iver, Johns Hopkins University; Debbie Ryan, The School District of Philadelphia. Cohorts in Middle Level Teacher Preparation: Transformational Possibilities and Complexities, Joanne M. Arhar and Alicia R. Crowe, Kent State University. Conclusion, Sandra L. Stacki, Hofstra University, and Vincent A. Anfara, Jr., The University of Tennessee.