Teaching and Learning in Middle Schooling: A Review of the Literature

Limitations/Scope of the Review

The reviewers noted that while there is a great deal of published material on middle schooling, much of it involves ‘opinion and advocacy’. By contrast, they found there is a ‘…paucity of quantitative studies employing strong evidence-based RCT [randomised control trial] methods that have investigated the relative effects of various forms of middle/non-middle schooling …’. Their review therefore focused on ‘critically reviewing trends and themes in the predominantly non-quantitative published literature’, supplemented where possible with findings from relevant, quantitative studies and evidence-based reports and reviews’. Dinham and Rowe emphasise that a particular challenge is that while middle schooling is relatively under-researched, there are strong views on the subject, both for and against, and that it is necessary to ensure that available literature is carefully examined and critiqued.

A further challenge to be kept in mind is that ‘the wide range of types and approaches to middle schooling can make evidence-based comparisons and data collection of middle school performance difficult’.