First, when it comes to articulated beliefs about what constitutes appropriate instruction for
early adolescents, both groups are proponents of instruction that: (1) is theme based, (2) is interdisciplinary, (3) fosters student self - direction and
independence, (4) promotes self - understanding, (5) incorporates basic skills, (6) is relevant to the learner and thus based on study of significant problems, (7) is student - centered, (8) promotes student discovery, (9) values group interaction, (10) is built upon student interest, (11)
encourages critical and creative exploration of ideas, and (12) promotes student self - evaluation (e.g., Currier, 1986; Kaplan, 1979; Maker & Nielson, 1995; Stevenson, 1992).