A Qualitative Study of Developmentally Appropriate Instructional and Behavioral Practices That Lead to Improved Middle Schools

• In Event: From Theory to Practice: Research Conducted by School District Administrators and Its Use to Educate Diverse Democracies in a Public School System Community

Abstract

This study investigated the impact of engaging developmentally appropriate instructional and behavioral practices and teacher beliefs to increase academic performance for middle school learners.

Author

• Helen A. Coley, Howard University