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Editor's Notes
1The results of the Carnegie studies of middle school reform have been published in a number of places. Prominent among these are the following: Felner, Jackson, Kasak, Mulhall, Brand, & Flowers (1997) in Phi Delta Kappan; From Faith to Facts: Turning Points in Action, a column in Middle School Journal, Stevenson & Erb (1998), Erb & Stevenson (1998, 1999a, 1999b, 1999c); Research on Middle School Renewal, another Middle School Journal column, Flowers, Mertens, & Mulhall (1999, 2000a, 2000b, 2002, 2003, 2004, 2005), Mertens, Flowers, & Mulhall (2003, 2005), Mulhall, Flowers, & Mertens (2002, 2004), Mulhall, Mertens, & Flowers (2001); and Turning Points 2000—Lessons Learned, currently appearing in Middle School Journal, Andrews (2008a, 2008b), Andrews & Jackson (2007), Ziomek-Daigle & Andrews (2009).
2For more on the topic of scheduling at the middle level, see the May 1998 issue of Middle School Journal and Hackmann (2002).
