Conclusion
Schools exist for the development of our most precious resource-the young. To accomplish this, those charged with the awesome task of education must know what to do and how to do it and have a physical plant adequate to do it in. Delivering the special services appropriate to the changing needs of the transescent student is of utmost importance. It is a purpose for which the middle school seems to be the most effective means to date. Given a staff and a program more properly attuned to the dynamics of transescence, the middle school will begin to more fully fulfill its original intended purpose.
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References
Georgiady, N. P., Riegle, J. D. and Romano, L. G. What are the characteristics of the middle school? In Louis G. Romano et. al. (eds.)The Middle School: Selected readings on an Emerging School Program. Chicago: Nelson Hall, 1973.
Jones, C. K.Developing a positive self-concept in urban school children. Teacher in-service workshop, Detroit Michigan, May 3, 1977.
Leeper, R. R.Middle school in the making. Washington, D.C.: Association for Supervision and Curriculum Development, 1974.
McGlasser, M.The Middle School: Whence? What? Whither? Phi Delta Kappa, 1973.
Romano, L. G., Georgiady, N. P. and Heald, J. E. (Eds.).The Middle School: Selected Readings on an Emerging School Program. Chicago: Nelson Hall: 1973.
Additional information
Cloyzelle K. Jones is Professor in Education and Director of Urban and Regional Studies at The University of Michigan at Dearborn
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Jones, C.K. Dynamics of transescence in the middle school setting. Urban Rev 11, 37–43 (1979). https://doi.org/10.1007/BF02048213
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DOI: https://doi.org/10.1007/BF02048213