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LawrenceHodgkins
TonyaM.Little
MiddleSchool
December3,2012
Caughtinthemiddle?
ContentsVocabularyp.2
Middleschools(orsometimescalledintermediateschoolsor
juniorhighschools)wereformedintheearlytwentieth
centuryandservetofunctionastheeducationalbridge
betweenprimaryandsecondaryschools.Middleschoolshave
anycombinationofgradessixththroughninth,withtheexact
gradesvaryingbasedoneducationdistrict.Sometimesthe
termmiddleschooldistinctlyreferstoincludinggradessixth
througheight(probablymostcommonlyseventhandeighth
grades)whereasjuniorhighdistinctlyreferstoalsoincluding
ninthgrade.Inordertobesuccessfulforitsstudents,faculty,
andcommunity,middleschoolsmustaddresstheseparate
developmentalneedsofitstransitioningstudents.Ifevery
UnitedStatesmiddleschoolsuccessfullyenactedmiddleschoolphilosophythenmiddleschoolswouldbecomevery
successfulatbridgingthegapbetweenprimaryandsecondary
schoolswhilealsonurturingtheuniquedevelopmentalneedsof
itstransitioningstudents.Schoolsmustemployadvisoryteams,
teamteaching,flexiblescheduling,andstudent-centered
education.Schoolcommunitiesmustreformtoimplementmiddle
schoolphilosophy,whichaddressesthecognitive/intellectual,
social,emotional,andphysicaldevelopmentalneedsofmiddle
schoolstudents.
DevelopmentalResearch
LiteracyandLanguageDevelopmentp.4
CognitiveDevelopmentp.6
MoralDevelopmentp.7
PhysicalDevelopmentp.8
SocialDevelopmentp.10
Emotional/Psychologicalp.11
Motivationp.13
WebSitesp.15
Referencesp.16
DevelopmentalProject
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VocabularyAdolescentegocentrism:Theassumptionthateveryone
elsesharesonesthoughts,feelings,andconcerns;
adolescentsbecomeveryfocusedontheirownideas.
Anorexianervosa:self-starvation
Authoritarianparents:Parentswhoarehighincontrol
andlowinwarmthandresponsiveness.Theysetfirm
limitsandexpectchildrenwillfollowordersbecause
theysayso,oftenwithoutexplanationornegotiation.
Authoritativeparents: Parentswhoarehighinwarmth,
butalsoexertfirmcontrol.Theymonitortheirchildren
closely,setclearstandards,andhavehighexpectations
forbehavior.
Autonomy:Independence
Bipolardisorder:Amanic-depressiveillness
characterizedbyextremeemotionalhighsandlows.
Bodyimage:Anindividualsdynamicperceptionofhisor
herbodyhowitlooks,feelsandmoves.
Bulimianervosa:Bingeeatingfollowedbypurging,
fastingorexcessiveexercise.
Cognitivedevelopment:Changesinproblemsolving,memory,language,reasoning,andotheraspectsof
thinking.
Contextualized/DecontextualizedLearning:
Contextualizedlearningislearningthattakesplaceina
familiarsettingwhiledoingfamiliaractivities,for
exampleachildlearningwhatcupsandsaucersareby
helpingaparentwashdishes.Decontextualizedlearning
takesplaceintheunfamiliar,likeschool,andmaybe
connectedwithplacesorthingsthatastudentmay
notbefamiliarwith.Forexample,somestudentsmay
beatalossifaskedWhattypeofsportsequipmentis
usedtoplaylacrosse?
Cyberbullying: Thepracticeofusingcomputersand
otherelectronicmediatointentionallyinflictharmon
anotherperson.
Digitaldivide:Thedisparitiesinaccesstotechnology
betweenpoorandmoreaffluentstudentsand
families.
Egocentric:Theassumptionthatothersexperiencethe
worldthewayyoudo.
Emotional/socialdevelopment:Changesovertimein
anindividualsfeelings,personality,self-concept,and
relationswithotherpeople.
Empathy:Theabilitytounderstandwhatanother
personisfeeling,and,asaconsequence,experience
thesameorsimilaremotions.
EnglishLanguageLearners(ELLs): Studentswhose
primaryorheritagelanguageisnotEnglish.
Extendedfamilies: Familymemberssuchas
grandparents,aunts,uncles,andcousinslivinginthe
samehousehold,oratleastindailycontactwitheach
other,cooperatingtotakecareofchildren.
Genderintensification: Adolescentsdeclinein
flexibility,whichreflectstheirenhancedself-
consciousnessandincreasedawarenessofsocial
normsandexpectationsconcerningmasculinityand
femininity.
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IdentityAchievement:Theresultofhealthyexploration
anddecision-makingregardingidentitiesinvolvedin
occupations,politicalandreligiousaffiliations,and
relationships.
IdentityDiffusion:Astateinwhichadolescentsarenot
exploringidentityalternativesormakingcommitments.
Identityforeclosure: Occurswhenadolescentsmake
commitmentswithoutexploringoptions.
IdentityPrinciple(Piaget): Principlethatapersonor
objectremainsthesameovertime.Also,thecomplex
answertothequestionWhoamI?
Instrumentalaggression: Aggressionthatisinadvertent
morelikelytheresultofhavingaspecificgoalandpoor
self-controlthanhavingmaliciousintent
Metacognition:Knowingabouthowyourowncognitive
processesworkandusingthatknowledgetoreachyour
goals.
MetalinguisticAwarenessSkills: Meta-awarenessskillis
atworkwhenastudentisabletoswitchtheirattention
fromthemeaningofwhatthey,orothers,saytothe
sayingsthemselves.
Mnemonics:Systematicproceduresforimproving
memory.
Moraldilemmas:Hypotheticalsituationsthataskpeople
tomakedifficultdecisionsandthenjustifythem.
Neglectedchildren:
Peerculture:Thesocialvaluesandnormsforbehavior
thatdifferentgroupsofadolescentsshare.
Peergroups:Socialgroupsformedonthebasisofshared
interestsandvalues;theyaretypicallycomposedof
childrenofthesameage,sex,race/ethnicity,aswellas
othercommonalities.
Peerpressure:Theinfluencepeershaveoneachothers
attitudesandbehaviors.
Permissiveparents:Parentswhoarewarm,but
havelittlecontrol.Theyfailtosetstandardsor
enforcerulesfortheirchildrenandavoidconflict
orconfrontation.
Physicaldevelopment:Changesinbody
structureandfunctionovertime.
Popularchildren:Childrenwhoarewelllikedby
theirpeers.Theymayachievesocialstatusby
engagingineitherprosocialorantisocial
behavior.
Puberty:Alltheprocessesinvolvedthatmakea
personcapableofreproduction
Physicaldevelopment: Changesinbody
structureandfunctionovertime.
Puberty:Alltheprocessesinvolvedthatmakea
personcapableofreproduction
Reciprocalteaching:Amethodofsupporting
readingcomprehensionthatinvolvesfour
strategies:questioning,summarizing,clarifying,
andpredicting.
Rejectedchildren:Childrenwhoareactively
dislikedbytheirpeers;theymaybeaggressive,
immature,sociallyunskilledorwithdrawn.
SchoolAttachment:Thedegree,towhich
studentsfellaccepted,valued,respected,
supported,andincludedintheirschools.
Self-concept:Ourintegratedviewofthe
attributes,abilitiesandattitudesthatdefineus.
Self-esteem:Theself-evaluativepartoftheself-
concept;thejudgmentschildrenmakeabout
theiroverallself.
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LiteracyandLanguageDevelopmentMiddleSchoolstudents
Children and young adults in the middle school years are expected to useadvancedlanguage skills.
Students with typically developing advanced language skills are able to usecomplex sentences, in both their oral statements and written language.
Students at this level are also able to produce written stories that follow story
grammar rules, and regularly make correct inferences from written text.
Students have the ability to understand and use figurative language. This includesunderstanding metaphors such as, "I move fast like a cheetah on the Serengeti,"
and similes, "crazy like a fox."
Students also have the ability to better understand idioms such as, "he's a bull in
a china shop."
An understanding and ability to use expository text is perhaps the biggestcognitive and academic leap that secondary students are expected to make.
Expository text has a greater emphasis on decontextualized language forms and
requires students to analyze and self-reflect on their views. In short, it requires
good metalinguistic awareness skills. Social language skills are of huge importance to adolescents. For instance, the
ability to detect and respond to sarcasm from peers is a critical skill that teenagerswith typical language development find difficult to learn. The problem, of course,
of not possessing good social language skills, is that students who can'tadequately respond to teasing or bullying become the target for more of the
same.
Children with language difficulty generally have problems with most aspects of
social language, including having adequate conversation skills, and knowing socialrules.
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1. Middle School, Reading and Tweens: Read What's Popular
Motivating your tween to read is so important, and when your child hits middle school,
reading skills play an important role in school success. Recent research indicates that readersdo better on standardized testing, such as the SATs, than do non-readers. And don't forget
about the enjoyment that reading can bring an individual. The good news is your preteen
doesn't have to read the classics in order to benefit from reading. Tweens may take aninterest in a book if they're familiar with the story. If your daughter recently saw a great
movie, see if you can find the book from which the movie was based.
How many tweens rediscovered the love of reading after watching the
Harry Pottermovies or The Chronicles of Narnia series?
2. Consider Magazines In middle school, reading can be seen asuncool. If books don't interest your son or daughter, subscribe to a
magazine that might cater to their interests. If your daughter loves
crafts, consider a subscription to a crafting magazine. If your son isinto sports, see if he'll read Sports Illustratedor another sports focused
publication. There are several magazines that cater to the tween girl
market, including Girls Life and Discovery Girls. Both offer a lot of
information on dealing with school problems, social problems, andmaking the most of the tween years.3. Start a Club Tween book clubs are popping up at libraries
across the country, and even some school districts are sponsoring
middle school reading clubs. A book club gives tweens the chance to
read a book together and share their observations and comments
about the story. If a club isn't offered in your area, consider starting
one with your child and her friends.
4. Enlist Their Help Ask your child if she's willing
to read to younger siblings or
neighbors in order to help them improve theirreading skills. The chance to share a story may
be enough to encourage her to keep reading for
fun. Some school districts offer tutoring
programs in which older students tutor younger
ones. It will give your tween the chance to
improve her own reading skills while helping a
younger student develop theirs.
5. Comic Books Use comic books to improve
reading proficiency, especially with
boys. In elementary and middle school reading
scores are usually ten percent lower than girls and in high school twelve percent lower. Comicbooks can be used to supplement traditional reading materials. The Stan Lee Foundation, the
comic legends foundation to stop illiteracy as at the forefront of this movement. Stan Lee said,"Comics really are a good aid to getting kids to read more literature, increasing their vocabulary,
and making them wantto read. Comics are the one type of reading you don't have to be forcedinto," he said. "If you're a kid, you want to read them and you enjoy them. You begin to equate
enjoyment with reading. Once you
become a reader, you don't stay with
comics, you then go onto other things
too."
Tips for parents: How to Motivate My Tween to Read
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Areinatransitionperiod
fromconcretethinkingtoabstractthinking.
Areintenselycuriousand
haveawiderangeof
intellectualpursuits.
Preferactiveoverpassive
learningexperiences.
Preferinteractionwith
peersduringlearning
experiences.
Respondpositivelyto
opportunitiestoparticipate
inreallifesituations.
Areoftenpreoccupiedwith
self.
Haveastrongneedforapprovalandmaybeeasily
discouraged.
Developanincreasingly
betterunderstandingofpersonalabilities.
Areinquisitiveaboutadults,
oftenchallengingtheirauthority,
andalwaysobservingthem.
Mayshowdisinterestin
conventionalacademicsubjectsbut
areintellectuallycuriousabouttheworldandthemselves.
Aredevelopingacapacityto
understandhigherlevelsofhumor.
CognitiveDevelopment
MiddleSchoolstudents
ImplicationsforMiddleSchool/JuniorHigh
Teachers
CognitiveDevelopment
Theteachershould
Provideextensiveopportunitiesforabstract
thinking,includingconsiderationofmoral
dilemmas.
Recognizethatnotallmiddleschools/junio
highstudentshavefullydevelopedabstract
reasoningskills.
Recognizestudentsmaybeinclinedto
challengeauthoritywiththeirnewfound
skepticismoftheworld.
Beawareandcapitalizeonstudents
fascinationwiththegrayareasoflife)for
example,moralissuesinhistoryand
medicine).
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MoralDevelopment
MiddleSchoolstudents
Aregenerallyidealistic,desiringtomaketheworldabetterplaceand
tobecomesociallyuseful
Areintransitionfrommoralreasoningwhichfocuseson"what'sinit
forme"tothatwhichconsidersthefeelingsandrightsofothers
Oftenshowcompassionforthosewhoaredowntroddenorsuffering
andhavespecialconcernforanimalsandtheenvironmental
problemsthatourworldfaces
Aremovingfromacceptanceofadultmoraljudgmentstodevelopment
oftheirownpersonalvalues;nevertheless,theytendtoembrace
valuesconsonantwiththoseoftheirparents Relyonparentsandsignificantadultsforadvicewhenfacingmajor
decisions
Increasinglyassessmoralmattersinshadesofgreyasopposedto
viewingtheminblackandwhitetermscharacteristicofyounger
children
Attimesarequicktoseeflawsinothersbutslowtoacknowledgetheir
ownfaults
Owingtotheirlackofexperienceareoftenimpatientwiththepaceof
change,underestimatingthedifficultiesinmakingdesiredsocial
changes Arecapableofandvaluedirectexperienceinparticipatorydemocracy
Greatlyneedandareinfluencedbyadultrolemodelswhowilllistento
themandaffirmtheirmoralconsciousnessandactionsasbeing
trustworthyrolemodels
Areincreasinglyawareofandconcernedaboutinconsistencies
betweenvaluesexhibitedbyadultsandtheconditionstheyseein
society
ImplicationsforMiddle
School/JuniorHigh
Teachers
MoralDevelopment
Theteachershould
Recognizeandcapitalizeo
therelationshipbetween
youngadolescents'
intellectualdevelopment
andtheirmoralreasoning
Planinstructional
experiencesthatfoster
higherorderthinkingskills
andhigherlevelsofmoral
reasoning.Forexample,
teacherscaninclude
assignmentsthatguide
studentstoarticulatethei
thoughtsandfeelingsinwriting.
Youngadolescentsneed
opportunitiestoexamine
optionsofbehavioraswe
astheconsequencesof
theseoptions.Thiscanhe
studentstodevelopvalue
resolve problems, and s
their own standards of
behavior.
Teacherscanalso
incorporatescenariosthat
promptyoungadolescent
toexploreconceptsof
fairness,justice,andequit
Schoolsneedtoinclude
programsandcurriculath
addresssocietalissuessuc
asracism,sexism,and
discrimination.
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PhysicalDevelopment
Experiencerapid,irregularphysicalgrowth
Undergobodilychangesthatmaycauseawkward,uncoordinatedmovements
Havevaryingmaturityrates,withgirlstendingtomature
oneandone-halftotwoyearsearlierthanboys.
Maybeatadisadvantagebecauseofvariedratesof
maturitythatmayrequiretheunderstandingofcaring
adults.
Experiencerestlessnessandfatigueduetohormonal
changes.
Needdailyphysicalactivitybecauseofincreasedenergy. Developsexualawarenessthatincreasesassecondary
sexcharacteristicsbegintoappear.
Areconcernedwithbodilychangesthataccompany
sexualmaturationandchanges.
Havepreferenceforjunkfood,butneedgoodintention.
Arephysicallyvulnerablebecausetheymayadoptpoor
healthhabitsorengageinriskyexperimentationwithdrugsandsex.
MiddleSchoolstudents
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Physical
DevelopmentImplicationsforMiddleSchool/JuniorHighTeachers
Theteachershould
Minimizeactivitiesthatcallattentionto
differentlevelsofmaturity
Promoteappropriateeatinghabitsand
modelandencouragefitness
Besensitivetofemalemenstruation(maleteachersmaywanttopartner
withafemaleteacher,whomightkeep
emergencyfemininehygieneproductsin
supply)
Beawareofthepotentialforpregnancy
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SocialDevelopment
Areoftenintimidatedand
frightenedbytheirfirstmiddle
levelschoolexperiencebecauseofthe
largenumbersofstudentsand
teachersandthesizeofthebuilding.
Desirerecognitionfortheireffortsand
achievements.
Likefads,especiallythoseshunnedby
adults
Oftenoverreacttoridicule,
embarrassment,andrejection.
Haveastrongneedtobelongtoa
group,withpeerapprovalbecomingmoreimportant.
Intheirsearchforself,modelbehavior
afterolder,esteemedstudentsornon-
parentadults.
Mayexhibitimmaturebehavior
becausetheirsocialskillsfrequently
lagbehindtheirmentalandphysical
maturity.
Experimentwithnewslangand
behaviorsastheysearchforasocial
positionwithintheirgroup,often
discardingthese"newidentities"ata
laterdate.
Mustadjusttothesocialacceptanceof
earlymaturinggirlsandtheathletic
successesofearlymaturingboys,
especiallyiftheythemselvesare
maturingataslowerrate.
Aredependentonparentalbeliefsand
valuesbutseektomaketheirown
decisions.
MiddleSchoolstudents
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ImplicationsforTeachers
Socio-emotionalDevelopment
Theteachershould
Listentoandhelpstudentsclarify
theirthinkingastheygothrough
thepotentialturmoilofidentity
formation.
Createclassroomsystemsto
providethesecurityofstructure
whileprovidingthefreedomfor
personalexpression.
Createclassroomactivitiesthatdo
notnecessarilyrequirestudentsto
stickout.
Beparticularlycarefulnotto
humiliatestudentsordraw
unwantedattentiontothem.
Socio-emotionalDevelopment
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PsychologistCarolDweckdefinesmotivationas"theloveoflearning,theloveofchallenge."And,accordingtoher,
motivationisoftenmoreimportantthaninitialabilityindeterminingoursuccess.
Yetsomewhereinthemiddlegradesthemotivationofsomeyoungadolescentsforlearningtakesanosedive.Ayoung
teenmaybegintogrumbleaboutassignmentsandteachers,asktodropoutofafavoriteactivity,complainthathe's
boredorshowsignsofbeinglostintheeducationalshuffle.
Herearesomethethingsthatcancontributetolowmotivation:
Biologicalchanges.Theonsetofpubertygettingherperiodorbeing4feet2inchestallwhenyourbuddyis5feet
10inchesdistractssometeens.Distractionsmakeithardtothinkabouttheswimteamorthesocialstudies
projectthat'sdue.
Emotionalconcerns.Itmaytakeextraefforttoconcentrateonascienceprojectwhenayoungteenispreoccupied
withphysicalinsecuritiesorconcernedaboutbeingexcludedfromaspecialgroup.
Theschoolenvironment.Ayoungteenmaylosemotivationaftermovingfromelementaryschooltoamiddleschool
orjuniorhigh.Thelossofmotivationcanbefueledbyinsufficientsupportinthenewschoolorbyanincreased
workloadandexpectationstowhichthestudenthasn'tyetadjusted.
Socialandpeerpressures.Achildmaybeinfluencedbyfriendswhobelievethatacademicsuccessisn't"cool,".or
thatgirlsaren'tgoodatmath.
Ashiftinhowachildviewshisability. Youngerchildrentendtobelievethattheharderyoutry,thesmarteryou'll
get.ButDr.Dwecknotesthataschildrenmoveintotheirearlyteens,theymaybegintobelievethatabilityis
fixedandtocomparetheirabilitywiththatofotherstheharderyou havetotry,thelessableyoumustbe.
Thisviewcandampenmotivation.Whytryhardifitwon'thelpyoutodowell?
Lackofopportunities.Someyoungsterslackopportunitiestotaketheclassesorparticipateintheactivities
thattheyneedtosparktheirenthusiasm.Thisismostlikelywithstudentsfromdisadvantagedfamiliesorwho
areatrisk,contributingtoperceptionsthattheyareunmotivated.
Motivation
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Beagoodrolemodel.Youngteensbenefitfromseeing
theirparentsputtingforththeirbesteffort,completingwork
andmeetingobligations.Parentsneedtodemonstratethat
theyvaluelearningandhardwork.
Letyourchildknowthatsustainedeffortovertimeisthe
keytoachievement.Teachhimtosethighgoalsandto
workhardtoachievethem.Helphimtoseethevalueof
tacklingchallengesandoffindingwaystomeetorexceed
thosechallenges.
Steeryourchildtowardappropriateclassesandsuitable
activities.Youngteensneedopportunitiestoexcelandbe
useful.Successcanbeapowerfulmotivatorandboredom
maybeasignthatyourchildhasn'tenoughopportunitiesto
develophertalents.ShemayneedanadvancedEnglish
class,anartclassorthechancetovolunteeratahomelessshelter.
Offersupport.Insincerepraiseorpraiseforpooreffortsisnohelp,butyoungteensneedtobe
reassuredthattheycandosomething."Sometimeskidswillsaytheyarebored,butit's
becausetheyhaven'tdone[anactivity]before,"advisesteacherBarbaraBraithwaite.Your
childmayneedhintsabouthowtogetstartedwithanewprojectfromyou,anotheradult,
aninstructororabook.
Findstrengthsandbuildonthem. Everychildcanshineinsomearea.Identifywhatyourchild
doesbest,nomatterwhatitis.
Communicatewithyourchild'steachers,counselorsorschoolprincipalwhennecessary.Adrop
ingradesisnotuncommonwhenstudentsgofromonegradeleveltoanother.Butifyour
child'sgradedropisextremeorifitpersistsformorethanonemarkingperiod,getintouch
withsomeoneattheschool.It'sOKtobeastrongbutrespectfuladvocateforyourchild.
Becausemiddle-gradesteachersmayhaveveryfullschedules,youmayneedtoshow
persistence.Call,writeore-mailteachersifyouthinkthatmanyassignmentsare
inappropriateorifyourchildisunabletocompletethemsuccessfully.Taketheleadifyour
childisplacedinclassesthatyouthinkarepoorincontentorthatfailtoprovideyourchild
withsufficientstimulation.
Holdrealisticexpectations. It'simportanttoholdchildrentohighstandards.Butwhenyoung
teensareaskedtodotheimpossible,theymaystoptrying.Don'tpressureyour5-foot4-
inchsontotryoutforcenteronhisbasketballteamjustbecauseheplayedcenterforhis
elementaryschoolteam.Instead,reassurehimthat,intime,he'llgrowtallerandhelphim
tolookforotheractivitiesinthemeantime.Holdingrealisticexpectationsalsorequiresthat
youconsideryourchild'spersonalityandtemperament.Your6-footsonmaynotenjoy
playingbasketball.Makesurethatyourchildknows,deepinhisheart,thatyoulovehimfor
whatheisandnotforwhathedoes.
Motivation(adviceforparents)Here are ways to encourage adolescents motivation:
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http://pbskids.org/itsmylife/index.html
Readinformativearticles,playgamesandactivities,watchvideoclipsofotherkidstalking
abouttheirfeelingsandexperiences,alsofeaturesinterviewswithcelebritiessharingstuff
theyhadtogothroughwhentheywerekids.
TheDiscoveryChannelsHowStuffWorks
http://www.howstuffworks.com/
WebSitesforAdolescents
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Caskey,M.M.,&Anfara,V.A.,Jr.(2007). Researchsummary:Youngadolescents'developmentalcharacteristicRetrieved[Nov.30,2010],from
http://www.nmsa.org/Research/ResearchSummaries/DevelopmentalCharacteristics/tabid/1414/Default.aspx
Comic books as education. (n.d.). Retrieved from http://www.stanleefoundation.org/New &
Press/Comic Books as Education - Comics News at IGN.pdf Wood,C.(2007).Yardsticks:Childrenintheclassroomages4-14.(3rded.).TurnersFalls,MA:
NortheastFoundationforChildren,Inc. WoolfolkA.,&PerryN.(2012).Childandadolescentdevelopment.UpperSaddleRiver,NewJersey:
PearsonEducation,Inc.
References