Many contemporary American middle schools are stuck in a state of "arrested development," failing to implement the original concept of middle schools to a varying, though equally corruptive degrees. The individual chapters of the book outline in detail how to counter this dangerous trend, offering guidance to those who seek immediate, significant, internal reforms before we lose the unique value of middle schools for our nation's adolescents.

About the Author

Thomas S. Dickinson is a Professor of Curriculum and Instruction at Indiana State University and has been the editor of Middle School Journal.

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