Adey, Philip (Ed). Adolescent Development and School Science. New York: The Falmer Press, 1989.
This book is based on the proceedings of an international seminar held at King's College Centre for Educational Studies, London in 1987. The book examines the impact of cognitive and social development on the teaching of science in middle and secondary schools.
Brown, Faith. Five "R's" for Middle School: Strategies for Teaching Affective Education. Columbus, OH: National Middle Schools Association, 1980.
This booklet focuses on affective learning in the middle school. It includes a rationale for including affective programs in middle schools, as well as outlining a sample program.
George, Paul S. The Theory Z School: Beyond Effectiveness. Columbus, OH: National Middle School Association, 1984.
Based on the management theory applied in some businesses in the U.S. and abroad, theory Z proposes a school which is good for both productivity and personal growth. George analyzes the characteristics of successful American and Japanese corporations based on theory z, and applies the concepts to the middle school.
Merenbloom, Elliot Y. The Team Process in the Middle School: A Handbook for Teachers. Columbus, OH: National Middle Schools Association, 1986.
This is a very useful book if you want to find out about how middle school teachers successfully work in clusters or teams.
Padilla, Michael, J. Science and the Early Adolescent. Washington, DC: National Science Teachers Association, 1983.
This book contains a collection of writings by science teachers about middle and junior high school science including developmental characteristics of the early adolescent, teaching strategies, and sample science activities appropriate for the middle school student.
Padilla, Michael J., Dallas Stewart, and Al Evans. Attributes of Exemplary Middle Grades Science Teachers. Georgia Science Teachers Association, 1988.
This monograph summarizes the knowledge, competencies, and understandings that a middle grades science teacher should have in order to be a master of the subject at the middle school level.