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An Historical Overview of the Middle School Movement, 1963–2015

机译：1963–2015年中学运动的历史回顾

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Over 50 years of articles related to the middle school movement in the United States were examined and analyzed in order to uncover the movement’s primary themes associated with practice, research, and policy. Using a qualitative content approach, researchers created themes to represent the movement decade by decade. The years 1963–1979 were identified as the beginning of the Middle School Movement and its search for an identity. The next decade, 1980–1989, was a time of advancement and progress, and the movement became identified with practices, such as team teaching, interdisciplinary curriculum, and advisory. The years 1990–1999 saw pressure on the movement advancing from national policies, but the movement persisted with a sense of hope. To combat challenges to the middle school movement’s core beliefs and practices, an era of research on middle school practices emerged, and this research focus characterized 2000–2009. The current decade continued the research focus with an international perspective and efforts to identify and describe a “signature” middle school pedagogy. From this historical perspective, it was determined that core middle school practices must continue to grow and thrive in order to meet the social and academic needs of future generations of young adolescents.
机译：为了发现该运动与实践，研究和政策相关的主要主题，对50多年来与美国中学运动有关的文章进行了分析。研究人员使用定性内容方法，创建了代表运动十年的主题。 1963年至1979年被确定为中学运动及其寻求身份的开始。接下来的十年，即1980年至1989年，是进步与进步的时期，该运动开始受到团队教学，跨学科课程和咨询等实践的认可。 1990-1999年，国家运动推动了运动的压力，但运动充满了希望。为了应对中学运动核心信念和实践的挑战，出现了一个关于中学实践的研究时代，该研究的重点是2000-2009年。当前的十年以国际视野和确定和描述“签名”中学教学法的努力继续了研究重点。从历史的角度来看，已确定，中学的核心实践必须继续发展和繁荣，才能满足子孙后代的社会和学术需求。

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