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Fisher Douglas & Frey Nancy (2007). « A tale of two middle schools : The differences in structure and instruction ». Journal of adolescent and adult literacy, vol. 51, n° 3, novembre, p. 204–211. ISSN 10813004. 
Added by: Rémi Thibert (30 Jun 2010 10:17:50 Europe/Paris)   Last edited by: Agnès Cavet (26 Oct 2010 15:24:44 Europe/Paris)
Resource type: Journal Article
DOI: 10.1598/JAAL.51.3.1
ID no. (ISBN etc.): 10813004
BibTeX citation key: Fisher2007a
Categories: General
Keywords: temps et rythme scolaires
Creators: Fisher, Frey
Collection: Journal of adolescent and adult literacy
Views: 1069/1642
Views index: 11%
Popularity index: 2.75%
The article discusses a study, carried out by Douglas Fisher and Nancy Frey of San Diego State University, that compares the implementation of literacy-based curriculum reforms in two middle schools. After shadowing two middle school students for a day the researchers conclude that the success of such reforms is tied to the consistency with which they are applied and the structure of the school day. The authors suggest that students who attend middle schools with block scheduling and who maintain the same peer group and teachers across a number of classes make smoother transitions from elementary school and achieve better overall than their cohorts at middle schools with a more traditional structure.
Added by: Rémi Thibert  Last edited by: Agnès Cavet
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