Possible Future Directions

Based on these results and discussion, several suggestions are offered for consideration by those interested in directions that may lead to peaceful coexistence between STW curricula and the middle school agenda. As a starting point, consider the direction STW opportunities in some middle schools appear to be taking. As described by middle school educators in exemplary middle schools where STW curricula are being provided to students,

• these students can prepare for their futures in addition to satisfying their current needs.
• teaching and learning focus on both the educational process and its outcomes.
• every educator in the school can team with each other as well as with community and workplace representatives to provide students with authentic learning experiences.
• the context for teaching is proactive and dynamic rather than reactive and static.
• the curriculum can be developmentally responsive to students and concurrently provide them with a wide range of opportunities such as career exploration and awareness, contextual learning, service learning, and integrated learning themes.

Thus, there appears to be a clear connection between what the middle school literature says middle schools should do and what a number of STW-oriented middle schools are doing. Even though STW opportunities in the middle school may not be a mainstream focus for middle school professionals, these opportunities have the potential to meet students' developmental needs in new and exciting ways. It is therefore important to better understand and document exemplary STW opportunities that are occurring in many middle schools across the United States so their successes can be shared with other middle school educators.

It likewise appears that middle schools where STW opportunities are being provided to students may indeed be exemplars of best practice as envisioned in the middle school literature. Broadly based teacher teaming, extensive linking with the community, providing students with opportunities for contextual learning, enabling students to explore the real world, and providing students with meaningful development experiences are all suggested in the middle school literature and can all be accomplished within a STW opportunities framework. Descriptions about STW opportunities that can be provided to middle school students and their potential value must be communicated to the middle school educator community. Middle school educators should have access to this information before they begin to implement major curriculum changes. In fact, the STW curriculum may be exactly what a number of middle schools need.