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1
Smith, AnneMarie Kestner. "Culture and Middle School Reform| From Stalled to Cruising. A Case Study of a Leadership Team's Journey Implementing Middle School Reform". Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076078.
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Academic and behavioral success in middle school is a predictor of academic and behavioral success in high school. How best to provide a developmentally responsive education to students at the middle level is a challenge that American educators and policymakers need to address (Jackson et al., 2000). This case study provides an understanding of the unique organizational structures and school culture that contributed to a diverse school’s fostering and sustaining the goals of a middle school reform initiative designed to contribute to students’ academic and behavioral success.
Once a low-performing school with high disciplinary referrals, Crossroads Middle School is now considered exemplary because of high ratings on district climate surveys and success in increasing student achievement for all student groups since implementation of the reform strategy. Notably, during the reform implementation, three principals led the school. Given this leadership turnover, the school’s success cannot be attributed to one charismatic leader, but rather the organizational culture fostered by the instructional leadership team. Data include interviews with 19 past and present members of the instructional leadership team, meeting observations, and reviews of school documents and artifacts. This exemplary case study reveals the shared norms, values, and beliefs developed over time by the leadership team members as they designed and implemented the structures, policies, and practices needed to foster the goals of the reform.
Crossroads had and continues to have a student population that mirrors the demographics of its large diverse district. This diversity contributes to the relevancy of the findings for other school leaders in districts that have diverse student populations and who seek to improve middle level education. The results of this study may inform district leaders and school-based staff seeking to adopt a middle school model uniquely suited to developing middle school students, and seeking to develop a staff with skill sets unique to teaching students at the middle school level.
2
Watson, James Richard. "Organizational change and reform in middle grade education: A California middle school case study". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1140.
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Delery, Alan. "School Choice: The Black Middle-class Dilemma". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1128.
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This case study assesses the elementary school choice decision-making process of black middle-class families living in the Algiers community of New Orleans following Hurricane Katrina. The concept of community has been central to the success of blacks in America since Reconstruction. However, as the Civil Rights Movement helped eliminate some of the legal obstacles facing blacks and provided them with more access to opportunities, it also had the unfortunate consequence of redirecting the attention of blacks more inwardly to the success of their own families, thus diminishing some of the formerly needed sense of community responsibility. These families are not oblivious to the racism that still exists. Yet, they go about a process of prioritizing their options within their choice sets in order to strike the best, if not optimal, balance of school characteristics, such as Catholic tradition, racial diversity and academic rigor, to ensure the success of their children.
4
Patrick, Christy M. "Educational Stakeholders' Perceptions during Grading Reform in One Middle School". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736294.
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The purpose of this study was to analyze the factors influencing middle school grading reform. The study involved all stakeholders in one middle school community. Participants were surveyed to determine which standards-based grading practices were most welcomed among middle school students, parents, teachers, and administrators. Additionally, students’ perceived motivation levels when evaluated using standards-based grading practices were quantified and the necessary support needs of middle school teachers were identified as they attempted school-wide grading reform. Many are calling for school leaders to evaluate unreliable traditional grading methods and reform grading to a standards-based approach (Guskey, Swan, & Jung, 2011; Wormeli, 2013). For this reason, the survey items used in the study were based on the positive and negative outcomes of standards-based grading found in current research. The sample groups for the study included 137 middle school students, 148 parents, 25 teachers, and three administrators. Descriptive statistics were used to analyze the results of Likert-style survey items and open-ended questions. Findings indicated the most accepted grading changes among all stakeholders included allowing students multiple attempts to show the learning of a concept and providing for awareness and understanding of learning objectives. The teacher survey results revealed necessary support needs when attempting grading reform include the following: making grading decisions together as a faculty, communicating grading changes with parents, and allowing for time to implement grading changes correctly.
5
Geraghty, Eileen Theresa 1952. "Site-based decision-making in the realm of middle school reform". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282489.
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The purpose of this study was to identify the current level of implementation of site-based decision making (SBDM) in middle schools in a large Southwestern urban school district. These middle schools were in the process of establishing elements of the middle school concept as defined by the district. Implementation of site-based decision making had brought the responsibilities of daily decision making and problem solving as well as the challenge of making decisions about middle school philosophy much closer to the classroom. Implementation of SBDM in these middle schools had also brought an increase in the amount of teacher involvement in the deliberations that affected their lives in school. The primary purpose of SBDM may not be to improve student achievement but to improve the quality of life for the various staff who are responsible for improving student achievement. The instrument employed in this study measured the degrees to which teachers and staff perceived their actual and desired levels of participation in SBDM. It is necessary to measure growth and progress of SBDM for administrators to create a focus for future planning. The survey information indicated key areas of importance to school staff and served as a determinant of the climate in the district's exemplary middle schools. Administrators must delegate leadership roles and trust pedagogical expertise to teachers. The change in paradigms to transformational leadership allows for this empowerment of teachers and the possibility for SBDM to emerge. SBDM gives the decision-making community a sense of ownership of the innovation. Leadership practices potentially contribute to the outcomes to which schools aspire for students. Teachers' actual and desired levels of participation in SBDM differed substantially on almost every item in each subscale of the survey instrument. Desire for more participation was indicated in the areas of curriculum, instruction, goal setting, standards, staff development, and staffing. Less interest in participation was exhibited in budget management, evaluation, and making decisions about staff development. Respondents did not consider their sites to be strong examples of the district's middle school concept.
6
Adams, John Ray. "Aligning brain-based middle school reform with the California State Standards". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.
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Stuart, Hammer Kathryn Elizabeth. "An assessment of standards based reform in Florida's middle school science programs". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004704.
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Cauthen, Sandra Dalton. "Documenting Systemic Reform in Mathematics: A Case Study of One Middle School". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28628.
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An operational definition of Systemic Reform is used to document a case study of mathematics education reforms occurring in the mathematics classrooms of one middle school in one school division in one state. The middle school had two lead teachers who participated in the training component of a National Science Foundation-funded state-wide Systemic Reform Initiative.
Systemic Reform conceptualized reform as combining bottom-up reform with top-down support. Therefore, the research methodology confronted the challenges of the breadth and complexity of Systemic Reform through the use of selective data in the form of artifacts, interviews, and observations from four populations: (1) classroom teachers, (2) building administrators, (3) district administrators, and (4) state-level staff.
The study was conducted at four levels over a five-year period to provide the focus for longitudinal data collection to document: (1) the status of mathematics education during the 1995-96 primary data collection year, (2) the evolution of mathematics education reform over the course of the five year period, and (3) the manner in which Systemic Reform occurred.
All levels of educators involved made an initial five-year commitment as active participants in the State's Systemic Reform Initiative, but only the Lead Teacher actually carried through with this commitment. After the first year division-level administrators shifted the focus of reform efforts to the elementary schools and discontinued support for the middle schools; after the second year both the division and state-level administrators withdrew all support. Although changes were made at the school level which supported reform in mathematics education (i.e., adoption of constructivist-type instructional materials, purchase of classroom sets of manipulatives and calculators, implementation of block scheduling, and the organization of teachers in interdisciplinary teams) the necessary changes in technology, curriculum and assessment were not in place to support the reform efforts. Through the perseverance of the Lead Teacher some changes in mathematics classrooms were documented, but the lack of consistent administrative leadership/support and emphasis on multiple reforms ended in the all to common bandwagon phenomena at the building, division and state levels so characteristic of change efforts in schools.Ph. D.
9
West, Wycondia. "A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2704.
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A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work
by
Wycondia S. West
MA, Spring Hill College, 2002
BS, Spring Hill College, 1998
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
August 2016
There is increasing concern in the United States about the academic challenges that middle grade students face. Middle schools are not meeting accountability standards, and as a result students are not being adequately prepared for high school. In response to these concerns, a state in the southeastern United States adopted a comprehensive school reform model known as Making Middle Grades Work (MMGW) in 2006. The purpose of this program evaluation was to explore the effectiveness of the MMGW program and provide recommendations for improvement. Conceptually, this program evaluation drew upon the MMGW model. The research questions focused on exploring teachers and administrators' perceptions of and suggestions for improving the MMGW program. A collective case study design was used. Eight teachers and 4 administrators with experience in Grades 6-8 and training in MMGW were interviewed. School documents were also reviewed. The participants were purposefully invited from 4 middle schools (1 low performing and 3 high performing) in a district in the southeastern United States. Thematic analysis was used to code the data, and identified themes were summarized. Findings suggested that the current implementation of the MMGW model lacked consistency, uniformity, commitment, and opportunities for professional development. A formative report was created that provided recommendations for ongoing program evaluation and training for middle level educators in the district. Implementation of this project within the schools or the district will increase the lifespan of the MMGW reform model. Also, this implementation may improve academic achievement for middle school students and help to improve high school graduation rates.
10
Hill, Lynn Thomas. "TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29475.
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The purpose of this study was to focus on a teacher-led school reform initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers.
This case study chronicles the life and work of thirteen teachers, three administrators and two university faculty members as they struggled to make sense of the planning process that was necessary to launch a reform effort. Particular attention was focused on the power, politics, and personalities that both harmonized and conflicted with the work of these reformers.
Analysis revealed a passionate desire on the part of the reformers to change the face of schooling and education for children and for themselves. Conflicting forces in opposition to their best efforts included the lack of adequate time to devote to such a cause, institutional and cultural rituals in the school, and a changing political climate in the town in which the reform was initiated.
Despite the barriers, this group has been able to achieve a solid sense of community and has been able to stand together as an articulate, knowledgeable, savvy group of educators on behalf of improved education for children. Strengthening their power base through collaboration with the administrators at their school has escalated their effort to the implementation stage. Sharing vision and responsibility, their dream is coming true. Based on lessons learned in the journey with the teachers a model for exploration of process of innovation in context is proposed.Ph. D.
11
Boland, Terry W. "A case study of lower secondary school reform, renewal and culture". Curtin University of Technology, Faculty of Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13576.
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The case study examines the outcomes of a process of re-structuring, renewal and cultural change in a school undergoing transformation from a senior high school to a middle school. The research investigates the impact of school improvement initiatives on the school and classroom culture and learning environment after 12 to 18 months of reform implementation.The research approach is a developmental mixed method investigation utilising quantitative and qualitative data collection procedures. The study proceeded through two stages: Quantitative surveying of students and parents prior to the implementation of school improvement initiatives; and quantitative and qualitative surveying of students and parents after 12 and 18 months, respectively, of reform implementation and application of the treatment.Evidence of change in the college and classroom culture and learning environment was evident after twelve months. The case study identified that students and parents identified changes in a number of elements of the classroom culture and learning environment. These included improvements in home-school communications, involvement in classroom planning and organization, relationships between teachers and students, school culture and evidence of pedagogical change. The research also identified that change had not occurred in the attainment of student learning outcomes, educational values and parent confidence to assist students in their learning.It became apparent that change in the organisational culture had occurred within the first 12 to 18 months. However, change to the deeper cultural dimensions of educational values and student learning outcomes were less in evidence.
12
Montgomery, Joan B. "Using action research to address the underachievement of middle school students". Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10052007-143727/.
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Chamberlain, Mark E. "Middle School Students' Perceptions of the Teaching and Learning Initiative: Laptops for Every Student". Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27261.
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Henrico County Public Schools (HCPS) deployed laptop computers to over 23,000 middle and high school students in the division. Access to the computer network was through a wireless system that provided convenient and unlimited classroom arrangements without the restrictions required with cabled computer systems. Because each student was assigned a computer and assisted in obtaining low cost Internet service at home, this initiative also provided 24-hour access to digital information. This program was called the Teaching and Learning Initiative (TLI). Division leaders were striving to utilize this initiative not only to provide its students and teachers with 21st-century technologies that included access to the latest digital information, but also to change pedagogical practices in HCPS to a student-centered model. The purpose of this study was to determine the perceptions of students about the influence that this initiative has had on their classroom experiences. Secondary purposes included student perceptions of pedagogical changes in instruction, information acquisition, and recommendations that students would have for improving the TLI. Literature on computer use in schools is reviewed as it related to the HCPSâ laptop initiative, as well as the importance of giving students a voice in change processes. Through a qualitative analysis of interviews with student focus groups from six of the 11 middle schools in the division, middle school studentsâ perceptions of their experiences in the TLI were obtained. Analysis of focus group interviews, classroom observations, and studentsâ logs of classroom activities provided triangulation. Data were analyzed inductively and results emerged organized by subcategories, categories, and themes. Results were reported in narrative form and explanatory tables, with an emphasis on findings related to the research questions of this study focusing on studentsâ experiences in the TLI. Conclusions derived from this study were: Middle school students were keenly aware of their educational experiences and clearly articulated their thoughts; studentsâ educational experiences changed during the TLI; some elements of constructivist classrooms were supported by laptop use, but not collaborative work; students obtained information from the Internet and websites, using textbooks less; computer reliability was a concern; cost to students for repairs raised equity issues; and benefits of the TLI went beyond the classroom.Ed. D.
14
Trenkamp, Kara Karch. "An investigation of the factors that Influence reform implementation practices of middle school mathematics teachers". College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7663.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Thieman, Gayle Yvonne. "Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform". PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/1461.
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In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209.
The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice.
The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate.
Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.
16
Hallett, Rachel. "SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOM". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3440.
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In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.Ed.D.
Department of Educational Studies
Education
Education EdD
17
Rigelman, Nicole R. "Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform". PDXScholar, 2002. http://pdxscholar.library.pdx.edu/open_access_etds/1760.
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Implementation of Oregon’s Educational Reform Act (HB 3565 and HB 2991) provides the context for this inquiry as its emphasis on problem solving has impacted mathematics teaching and learning throughout the state. Even though all Oregon teachers are responding to the same policy, their goals in teaching problem solving vary. These goals and these practices are influenced by the way teachers view the role of problem solving in the curriculum. Further, their practice is influenced by their knowledge and beliefs about mathematics content, teaching, learning, and the reform policy. The questions addressed in this study are: (1) What do exemplary middle school math teachers do to engage students in mathematical problem solving? and (2) On what bases do these teachers make decisions about what to emphasize when teaching problem solving? how to teach problem solving?, and when to teach problem solving?
This qualitative study provides a fuller description of Standards-based classroom practice than presently represented in the literature by offering both examples of problem solving practice and the related influences on that practice. It considers the influences of policy, curriculum, professional development, administrators, and colleagues on teachers’ developing practice. The study also grounds the implementation of the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000) in the work of practicing middle school teachers. Finally, the study shows how, for these teachers, their curriculum has played a significant role in developing their perspectives on learning, teaching, and the nature of math, which has in turn, influenced their knowledge, beliefs, and instructional practice.
This study demonstrates that teachers are able to teach in ways consistent with the NCTM Standards when their knowledge and beliefs about practice align with the recommendations. Further, they teach in this manner when professional development experiences are geared toward understanding and developing Standards-based instructional practice, curriculum is consistent with this vision of practice, and administrators and school cultures are supportive of such practice. When these internal and external conditions exist within and for teachers, their students have the opportunity to learn to become “problem solvers,” not just “problem performers.”
18
Jones, Mellita M., i res cand@acu edu au. "Re-Engaging Students in their Learning Through Middle School Reform: a case study evaluation of a vertically structured curriculum". Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp84.25092005.
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The phrase “middle schooling” refers to the school setting for adolescent students generally between the ages of 11 and 15 years of age (Lawton, 1999). This period of time has been recognized on a national level as being particularly significant in education. A call for reform in upper primary and lower secondary to address the understanding of adolescents in a complex and changing society has been recognized publicly at a federal and state level (Lawton, 1999). This research evaluates the redesign of one middle school’s structure through the implementation of a vertical curriculum in a catholic secondary college in a country town. The program has been in place for three years in the college and the need to evaluate it takes on significance for the college itself, and the wider educational community who have been discussing and researching middle school curriculum design for a number of years. Research methodology takes the form of attitudinal questionnaires administered to parents, students and staff in the college. Quantitative analysis using descriptive statistics is used for closed questions to look for significant differences between the parent, student and teacher attitude towards the philosophy and delivery of the vertical structure. One-way ANOVA and MANOVA analysis revealed that parents, students and staff were all supportive of the new structure and its driving philosophies, although parents scored significantly higher on the scales examined than staff or students. Correlations and Chi Square analysis were applied to selected scales, revealing overall that the outcomes of the vertical curriculum are being met. A number of areas were also identified as needing improvement, with areas of emphasis differing for the parent, staff and student groups in the community.
19
Gabler, Craig Thomas. "Sustained, job-embedded professional development and the learning environment of middle-level mathematics classrooms". Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21410.
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As the need for educational reform is increasingly recognized, so too is the need for effective professional development (Guskey, 2000). Historically the evaluation of professional development experiences has been limited to exit surveys, noticeably failing to examine the long-term impact of the effort. This study assessed the impact on the classroom learning environment of a yearlong, job-embedded professional development opportunity for middle-school mathematics teachers. The application of learning environment instruments to the evaluation of professional development is a unique feature of this study. The research employed the Questionnaire on Teacher Interactions (QTI) and a modified version of the What Is Happening In this Class? (WillIC) survey with over 1000 middle-school mathematics students in 57 classrooms in the state of Washington. Both instruments were administered at the beginning and end of the school year. Teacher interviews were conducted with a sample of participants in order to further illuminate the impact of the professional development. Data from the study were examined for changes in the learning environment and to cross-validate the QTI and WIHIC with this specific population. Results indicate that the QTI and WIHIC are valid and reliable with the middle-school population is this study. Statistical analyses of learning environment data indicate that any pretest-posttest changes that were observed are mostly likely too small to be of educational significance. This study contributes to a better general understanding of the impact of this professional development, and its findings could be utilized in the preparation of future professional development opportunities.
20
Clevinger, Vicki Ann. "How Four Reform Initiatives Helped Develop Attitudes Regarding Change in Two Middle Schools in East Tennessee". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1680.
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Schools and districts are implementing more change initiatives because of an increase in accountability through national, state, and city requirements. Teachers and administrators are responsible for adhering to change initiatives and producing the results to bring the reform initiative to a successful fruition. This study explores the attitudes that are prevalent in the schools regarding reform initiatives and the change process.
A qualitative research method was used to explore the prevailing attitudes about change among teachers and administrators. Teachers were not opposed to changing if their students would benefit from the change; however, changing just for change sake was not acceptable. Themes of teacher empowerment and voice were prevalent. Teachers wanted to be heard because they had the expertise within the classroom with their students and they wanted the autonomy to shape reform initiatives to fit the needs of their classrooms. School support, district support, and community support were important systems to ensure success of reform initiatives. Within each support system were important roles and responsibilities teachers depended upon for resources as a reform initiative progressed. In addition, teachers spoke candidly about essential professional development opportunities and collaboration within their schools. Teachers addressed the 4 reform initiatives pertinent to this study and discussed the impact of the initiatives on the classrooms.
Reform initiatives are not cure-alls for what is ailing the public schools; however, there is a place for reform within each school and district. Teachers want to have valid data and clear cut goals and objectives to support the reform. Principals and superintendents have roles and responsibilities before, during, and after a reform initiative because teachers look to them for cues regarding reform. The 4 reform initiatives studied are still having an impact on classes today, some more than others.
This study adds to the development of knowledge about the change process and change initiatives. It provides a framework for administrators involved with change to understand the preconceived notions and explore ways to reshape those notions. It may also aid future developers of reform initiatives as they develop programs for schools to adopt.
21
Nichols, Suzanne D. "Perception and Implementation of the Ohio Academic Content and Process Standards for Mathematics among Middle School Teachers". Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1281557943.
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Schreiner, Sherry Lynn. "How teachers experience change| A phenomenological case study of a district-wide curricular reform". Thesis, Colorado State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635675.
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The purpose of this phenomenological qualitative study was to better understand how teachers experienced the implementation of a guaranteed and viable curriculum. Interpretative phenomenology within a single case study was used to explore the experiences of the teachers as they moved through this significant reform. Thirteen teachers were interviewed and the findings were analyzed according to Van Kaam's method. The key findings are presented in the form of three continua: GVCIA: I like it...but; Leadership: From empowering to demoralizing; and Attitudes toward change: A grand adventure through don't they trust me.
Although most teachers understood the need for unifying the curriculum and appreciated the content, they were also concerned with specific aspects of the implementation, including the speed of the implementation, the lack of resources to support the change, and losing the "art" of teaching. How each specific building-level leader presented the implementation made a difference in the attitudes of the participants towards acceptance. The essence of their experience was hearts in the game. The shadow of hearts in the game was loss of passion and loss of efficacy. Hearts in the game means teachers were able to adjust and adapt to the new curriculum by daily remembering their mission for teaching. Leaders who trusted them to be professionals, honored what they had done in the past, and allowed some flexibility within the curriculum helped keephearts in the game. Although the focus of this study was the experiences of the teachers as they adopted the GVCIA, one factor that appeared to affect the implementation was the fact that many other changes were happening at the same time.
23
Nelson, Lari Ann. "At the Core of School Reform: A Culture of Commitment, Collaboration, and Collective Leadership". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/123.
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Public education in America today is a product of more than a century of reform. Innovators of each era have attempted to transform the education system to match their ideals and beliefs. Educational reform efforts to improve learning for all students have been an issue of debate since the founding of America – seeking for equality and quality of education. The most recent educational initiative an emphasis on accountability via high-stakes tests, many schools are now branded as “failing” and requiring program improvement. As such, leaders search for reform models that will save their school from further sanctions.
Of the plethora of scientifically-based reform models available to schools, one urban elementary school in southern California chose to adopt and implement the Core Knowledge Sequence to bring new life to their school. This study explores elements of school culture necessary for a school reform effort to thrive. Research has indicated that teachers who work in a supportive culture are committed, collaborative, and are able to participate in significant decision-making maintain their motivation and satisfaction in teaching – which is at the core of successful school reform (Huberman, 1993; Helsby & McCulloch, 1996).
This case study explores the experiences of teachers at one elementary school as they initiate a reform effort using the Core Knowledge program. Core Knowledge is based on the premise that a grade-by-grade core of common learning is necessary to ensure a sound and fair elementary education. It is not a curriculum per say, but rather the specific content taught. This study examines faculty members’ perspectives on their school’s culture as they begin the implementation process of this program.
In addition to learning about how each participant defines, describes, and experiences the school culture, efforts were made to determine how and in what ways certain strategies were utilized to change, maintain, or contribute to the development of the current school culture—through the lens of how teacher commitment, collaboration, and shared leadership influenced its reform efforts. Further, the impact of external stressors on school culture was explored with a focus on the challenges to maintain a positive work and learning environment. The data in this study provides insight that can help other schools undergoing a similar reform effort.
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Lenart, Erin Boothe. "Leadership in School Improvement: Planning and Providing for Barriers to Student Learning". Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91937.
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When it comes to improving schools, context always matters (Murphy, 2013, p. 260). School leaders are "masters at brokering" (Murphy, 2013, p. 259) change. These changes are usually through the transfer of programs, interventions, and structures that worked elsewhere and pay little regard to the conditions and context that made them work (Murphy, 2013). School improvement reform will require "substantive systemic change" (Adelman and Taylor, 2007, p. 55) that considers the "current culture of schools and intended school improvements" (Adelman and Taylor, 2007, p. 56).
This study will use a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school leaders in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The instrumentation tool for this study was based on the learning or enabling components of the Adelman and Taylor improvement model (2008). The tool was used to qualify the school leaders' site-based school resource allocation and then analyzed for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership.
Implications from this study include the need for further research on models for school improvement that require schools and districts to identify, plan, and provide for barriers to student learning. A second implication is the need for further study on leadership traits that might exist in school leaders who not only recognize but are able to inspire the implicit and explicit need to plan and provide for overcoming barriers to student learning.Doctor of Education
The process of improving schools is important. The decision-making and school improvement structures that most schools employ is one that focuses mainly on classroom instruction with little regard to planning for students who may struggle because of outside barriers, like the effects of poverty, lack of exposure to background knowledge, or insufficient schooling and experiences. This study used a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school principals in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The study used the learning or enabling components of the Adelman and Taylor improvement model (2008) to qualify the school leaders’ site-based school resource allocation and then analyzed them for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership.
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Cambray-Nunez, Rodrigo. "Reform process of the mathematics curriculum for basic education in Mexico during 1992-2000". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272418.
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Sanassian, Dermenjian. "A critical assessment of female middle school mathematics and science teachers' perspectives of the Abu Dhabi education reform programme and the use of English as a medium of instruction". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3475.
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The Ministry of Education in Abu Dhabi launched an extensive reform initiative developed by the Abu Dhabi Education Council (ADEC) in partnership with international operators. The reform has introduced innovative teaching methodologies, modern books, a new curriculum and the use of English as a medium of instruction (EMI) in mathematics and science classes. The research carried out for this thesis investigated 11 Emirati female teachers. The data was collected from interviews and several informal observations carried out in a public middle school in a town outside Abu Dhabi city, UAE. The rationale for this study is to critically investigate the effects that rapid reform is having on the performance of the female teachers in the classroom and the impact of this speedy reform on their professional and personal lives so as to highlight differences between reform theory and practice. This study is significant because few studies on female teachers in a Gulf educational reform environment have been undertaken and it is essential to uncover the foreign and non-egalitarian nature of the reform programme. Therefore, the study’s aims are to highlight teacher perspectives and teacher marginalization, EMI and consider whether the reform is being implemented successfully at the classroom level. Of course, an important aim of this critical study has also been to raise the consciousness of those participating in the reform. This study has revealed mostly negative perceptions regarding the Abu Dhabi education reform programme, in particular with teachers’ perceptions of the work environment and the new pedagogy. It has also disclosed several instances of teacher marginalization as the result of a top-down reform and has exposed a prevailing sentiment of teacher disempowerment because of the presence of foreigners operating in the country. Teacher perceptions regarding EMI have been numerous in particular with cultural issues relating to the use of EMI in mathematics and science classes. Surprisingly, the study revealed a few unexpected positive findings with certain aspects of reform.
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Jung, Wongie. "Korean middle school students’ reflections on the Free Semester policy : How young adolescents in Korea exercise agency in the context of East Asian education reform". Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148615.
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This thesis aims to explore how Korean middle school students exercise agency in the Free Semester policy setting. The Free Semester is an education reform policy in Korea which has been implemented to change traditional East Asian learning environment to be more student-centered and creative one since 2013. This qualitative research is motivated by what kinds of difference the Free Semester policy have brought in regards to Korean young adolescents’ perception on schooling, learning and autonomy. Data for this study was mainly consisted of semi-structured interviews with seven Korean public middle school students; three second-grade girls (age of 13), one second-grade boy (age of 13), one third-grade girl (age of 14) and two third-grade boys (age of 14) who experienced the Free Semester one or two years ago. To analyze the interview data, thematic analysis was used and, as a result, three main themes were found as follows: Theme 1. Experiencing autonomy, Theme 2. Hope for more autonomous actions 3. Appreciation of social and cultural values. Korean middle school students experienced a widened range of agency in a newly given school setting under the Free Semester policy. However, their agency was still far limited by East Asian education culture. The students were stuck in ambivalent situations; while the students are encouraged for student-centered and creative learning by the Free Semester policy, they were still pressured to value traditional passive learning attitude since it is regarded as a winning strategy to earn a higher test score.
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Heath, Amy Lynn. "We Are Crew, Not Passengers: Middle Level Students’ Experiences of the Expeditionary Learning School Reform Model and Its Relationship to Literacy, Agency, and Diversity". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374167174.
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Ramahi, Hanan. "Teachers leading school improvement and education reconstruction in Palestine". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277681.
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This dissertation presents an intervention-based study that aimed to enable teachers to improve teaching and learning in one school in Ramallah, Palestine. The non-positional approach to teacher leadership was adopted as a means to mobilise all teachers in the drive towards bottom-up, participatory school change processes that increase teacher self-efficacy and collaboration, build professional capacity and social capital, and promote sustainability. The Teachers Leading the Way programme provided a contextually tailored strategy, and set of instruments and tools that through reflective exercises and dialogic activities aimed to support teachers to innovate practice, and impact organisational structures and professional culture. This is significant in the Palestine setting for facilitating the building of locally based and sourced knowledge to inform an authentic Palestinian vision and agenda for policy-making and education reconstruction, with implications for countries of the Middle East and North Africa region. In the process, a grassroots change movement is intended to shift historical and continued reliance on foreign intervention and international assistance, and lay the foundation for democratisation and social transformation. The intervention was investigated using a critical action-based, participatory methodology that emphasised context and researcher reflexivity in one school and amongst a cohort of 12 participants. Data were collected using a range of research-designed and programme-based methods and instruments, analysed deductively and inductively, and narrated critically to maintain coherence, and convey experiential and temporal dimensions. The study outcomes indicate that teachers in Palestine are capable of leading school improvement, and impacting school structures and professional culture for system-wide change, when the proper support is provided. Non-positional teacher leadership is the vehicle and can be developed through Teachers Leading the Way. At the individual level, this is enabled through a transformation in teachers’ perspective towards a self-empowered, agential mindset that leads to action on ways to improve practice. The transition process underscores the role of effective facilitation as an enabling condition for developing non-positional teacher leadership in Palestine and similar settings.
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Brown, Lori Lynne. "Educator Perceptions of Instructional Leadership in the School Improvement Process". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3031.
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The purpose of this case study was to conduct an investigation of educator perceptions of instructional leadership in the school improvement process. Interviews were conducted with educators and an administrator in a small, rural high school in Middle Tennessee. In 2010, the high school was labeled as a low performing school by the Tennessee Department of Education (TDOE). In 2014, Commissioner Kevin Huffman announced the school was on the TDOE Reward School Cusp List for being in the top 10% of schools based on one-year progress data from the Tennessee Value-added Assessment System (TVAAS) school composites.
Participants of this case study shared experiences and opinions of the instructional leadership utilized by the school principal. As indicated in the findings of this study, instructional leadership practices are crucial in the school improvement process. The key themes related to indicators of sound instructional leadership practices were: maintaining a culture of continuous school improvement, having every faculty member participate in the development and implementation of the school improvement plan, knowing how to use data to make crucial decisions, developing leadership capacity in the school, and being an engaged leader during the school improvement process. Developing a qualitative understanding of the perceptions of effective instructional leadership will enhance greater understanding of leadership practices in the school improvement process.
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McNeil-McDaniel, Arrickia. "Exploring students' decisions to attend an early college high school". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/67.
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This dissertation explores factors that play a role in students' decisions to attend one Northern California Early College High School (NCECHS). It also examines how students perceive their experiences of their decision after they have enrolled. The history of the public education has long been marked by an achievement gap between White and Asian students and students from other ethnic groups. In spite of efforts to address this issue, the gap continues to widen. Early College High Schools (ECHS's) are examples of reform models that are developed to support student achievement among undeserved groups. Without an understanding of the factors that influence student decisions to attend ECHS's and an understanding of the ways students perceive their experiences in such schools; administrators and teachers in these schools are left to more or less "guess" at the most effective ways to structure curriculum and instruction. A qualitative analysis was used to explore student perception and experiences. A survey asked students to share the primary factors that influenced their decision to attend NCECHS, instead of a traditional public school. Findings from this research suggest that the participant's perceived costs and benefits were based on both personal preferences and rational choices. Some aspects of the program that were especially pleasing to students included having the opportunity to earn a high school diploma, earn college credit and earn an associate's degree at the same time. Many students expressed dissatisfaction and anxiety with attending this ECHS. Frustration with the college enrollment process, prerequisites, heavy workloads, time management, fear of academic failure, relationships with instructors and disassociation from friends were also among the findings of this study.
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Crowell, Victoria. "Teachers' Perceptions of Cultural Change in a Challenged High School During the Implementation of the International Baccalaureate Diploma Programme". UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/445.
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Academically failing schools are under scrutiny from government education administrators, policymakers, and the general public, due to chronic inabilities to lower dropout rates and to educate students who can pass high-stakes graduation assessments. States’ efforts to adhere to the No Child Left Behind (NCLB) Act have led to the development of accountability systems to determine adequate yearly progress (AYP) and to assign schools grades, as well as wholesale reassessment of current educational programs, which are often replaced with more rigorous curricula.
Among curricular programs that have been sought as reform measures for academically failing schools is the International Baccalaureate Program (IBP). The IBP’s exacting curriculum has attracted many schools to adopt it as an alternative course of study for advanced students, as well as a rigorous option to build academic capacity among students who have failed to make AYP.
This case study examined teachers’ perceptions of the effect the International Baccalaureate Diploma Programme (IBDP) had on the culture of an academically underperforming high school in Valdosta, Georgia. Teacher volunteers from within the IBDP, in addition to teachers who taught standard classes, participated in a series of three semistructured interviews over 1.5 years, during which time the school made its initial application to the International Baccalaureate Organisation and subsequently began implementing the program with the school’s first cohort of students. Additionally, documents relating to the IB application process were examined, and observations of the IBDP teachers with students in their classrooms were conducted. Data analysis utilized the frameworks of educational criticism and narrative analysis.
Teachers within the IBDP reported feelings of increased self-efficacy resulting from their work with both students and community stakeholders. Participant teachers in both IB courses and other programs described an overall improvement in the school’s culture.
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Geller, Rachel. "Schools Uniting Neighborhoods: Sustainability and Racial Equity in a Community Schools Initiative". Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1210.
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Schools Uniting Neighborhoods (SUN), a collaborative initiative in Multnomah County, Oregon, combines the increasingly popular community school model with an innovative organizational structure to further two key goals: sustainability as an initiative and furthering racial equity. This thesis situates SUN within the context of American public education reform and existing literature on the positive outcomes, organizational structures, and leadership components of community schools. Building on past reviews of SUN and its outcomes, I use results from qualitative interviews with key stakeholders to provide insight into how its organizational structure contributes to the goals of sustainability and racial equity. I discuss the current state of SUN, future directions, and the relevancy of findings to other community schools initiatives and more generally, public education reform efforts.
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Spoerndle, Regenia E. "Critical Pedagogy in Action: A Case Study of Our Lady of the Elms". University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341876922.
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Stern, Rebecca H. "Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106723.
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Thesis advisor: Marilyn Cochran-SmithAcross the nation, most states are implementing a new set of standards- and accountability-based reforms: the Common Core State Standards and their accompanying assessments. Unfortunately, the perspectives of school-based educators are largely missing from policy and implementation decisions about the Common Core. To address some of the gaps in previous research, the purpose of this dissertation—a comparative case study of two middle schools on the East Coast of the United States—was to describe and analyze school-based educators’ perceptions of and responses to the Common Core and the Smarter Balanced Assessment Consortium (SBAC) Exam. Data analysis revealed that educators in the two schools generally worked from an inquiry stance on teaching, learning, and schooling (Cochran-Smith & Lytle, 2009) in that they collectively and critically analyzed the intentions of educational policy and practice based in part on their beliefs about student-centered, constructivist teaching and learning. Consistent with this perspective, they made sense of the Common Core and SBAC based on the degree of alignment they perceived between their own educational values and beliefs, on the one hand, and the values and beliefs that animated the policies, on the other hand, which I conceptualized as “principled sensemaking.” How the educators actually implemented the Common Core and SBAC was the result of the intersection of their principled sensemaking of these standards-based reforms and the degree of agency they had over policy implementation. I termed this type of response to policy “principled implementation.” Four types of principled implementation were identified: principled adoption, principled neglect, principled compliance, and principled resistance. New understandings of school-based educators’ unique, critical, and nuanced perceptions of the Common Core and SBAC and how they believe the Common Core and SBAC influence teaching and learning have the capacity to inform decisions about the future of the Common Core in schools, and contributes to a broader understanding of how school-based educators take up and respond to standards- and accountability-based reforms
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Clausen, Kurt W. "The meaning and implementation of curriculum integration in the middle school years, Ministry of Education reforms and current practice in the Ontario school system". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66139.pdf.
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Carr, Diann P. "Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/517.
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Eating disorders can lead to a negative impact on students' academic growth, nutrition and can cause death (Claude-Pierre, 1997; Manley, Rickson, & Standeven, 2000; Romeo, 1996). Early intervention by referring students to professional counseling might help counter these negative consequences. The teacher is in the position to assist students by providing health information, identifying those with problems, and intervening for a variety of dysfunctions that may include the eating disorders called anorexia nervosa and bulimia nervosa (Myers-Clark & Christopher, 2000). However teachers are in a difficult position to know when to address student concerns and judge what action to take (Ransley,1999). Teachers' engagement seems crucial (Smolak, Harris, Levine, & Shisslak, 2001) since eating disorders are being identified in younger children.The purpose of this study was to examine (a) the relationships of the theoretical constructs, attitude, subjective norm, and perceived behavioral control of the theory of planned behavior as predictors of behavioral intention (Ajzen & Fishbein, 1980) of middle school teachers to identify and refer suspected anorexia nervosa (AN) and/or bulimia nervosa (BN) students for professional help; and (b) the actual behavior of middle school teachers who reported having ever referred a student suspected of having AN and BN and those teachers who reported not having made such a referral. One hundred fourteen middle school teachers in Broward County, Florida volunteered to participate in the ex post facto research. Data were collected from a questionnaire. Multiple regression analysis revealed that the constructs of subjective norm (perception of what others think about one's performance of behavior combined with motivation to comply) and perceived behavioral control (perception regarding the extent of the difficulty of performing the behavior) were predictive of teachers' intent (likelihood of engaging in a behavior) to refer. However, the analysis revealed that attitude (overall positive or negative feeling with respect to performing the behavior) was not predictive of teachers' intent. Discriminant function analysis revealed that both intent and perceived behavioral control were predictive of group membership, either having referred a student suspected of having an eating disorder for counseling or not having made such a referral. Attitude and subjective norm were not predictive of group membership.
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Blanchard, Myrna Elizabeth. "The Identification and Participation of Latino Students in Advanced Mathematics Courses". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157571/.
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Using a phenomenological approach, this qualitative study examined the perspectives of Latino parents and their involvement in the decision of their child to enroll in an advanced mathematics course in sixth grade. Since enrollment in Algebra I in high school is said to be a strong predictor of college attainment and with the growing number of Latino students across the nation, this study has the potential to help district and campus leaders establish whole-school systems for communicating with Latino parents to encourage their children to enroll in advanced mathematics courses at earlier grades. Participants in this study included four sixth-grade students enrolled in an advanced mathematics course, four enrolled in regular mathematics, their mother or father, two mathematics teachers, a school counselor, and two district administrators. Data analyzed included audio recordings of semi-structured interviews of each of the participants. The findings suggested that the district has proactively developed a systematic process of creating that includes six data points to create a student profile of students that will do well in advanced mathematics. This process is helping the district close the gap between total Latino school enrollment and the enrollment of Latino students in advanced mathematics. The findings also suggested that specific communication with parents about the importance of enrollment trajectories might influence the enrollment of students into advanced mathematics courses at earlier grades.
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Silva, Guilherme Alves da. "A formação humana integral e o ensino médio (integrado) no contexto das reformas educacionais (2016-2017): uma parada do velho novo?" Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/8055.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation investigates the proposal of integration of high school to professional education, known as Integrated High School, based on the assumption to what extent the reform of secondary education started in 2016 and implemented in 2017 prevents or opposes the formation of the onmilateral man proposed by the Vocational training. To do so, we chose the specific objectives, as follows: To make a historical retrospective of the structural duality between professional education and basic education of Brazilian education; To understand and situate Gramsci's writings on the unitary school and their influence on the idea of integration that permeates the Brazilian high school legislation; Investigate and analyze Law No. 13,415 of February 16, 2017 and Amendment to Constitution No. 95 of December 15, 2016, in order to understand how they relate to the proposal of omnilaterality and its consequences for the future of the Integrated secondary education. The research used the qualitative approach, delimiting the documentary analysis as a technical-methodological procedure. In this way, we seek laws, documents, writings and research on Brazilian education, whether recent public policies have been involved in the integration or division of secondary education with professional education.
Esta dissertação investiga a proposta de integração do ensino médio a educação profissional, conhecida como Ensino Médio Integrado, tendo como ponto de partida a reforma do ensino médio iniciada em 2016 e implementada em 2017, com o objetivo central de compreender em que medida essa (contra)reforma impede e/ou opõe-se à formação do homem onmilateral, proposto pelo ensino médio integrado à formação profissional. Para tanto, optou-se, em um primeiro momento, por um resgate da história da educação brasileira; na busca de compreender o passado entende-se melhor o presente e se vislumbra as tendências para o futuro; dessa retrospectiva histórica constatou-se a dualidade estrutural entre educação profissional e a educação básica do sistema de ensino brasileiro. Buscou-se nesse trabalho também compreender e situar os escritos de Gramsci sobre a escola unitária e a influência destes escritos na ideia de integração que permeia a legislação para o ensino médio brasileiro. Analisou-se, portanto, a lei de nº 13.415, de 16 de fevereiro de 2017 e a Emenda à Constituição de n° 95, de 15 de dezembro de 2016, com o intuito de compreender como se relacionam com a proposta da omnilateralidade e suas consequências para o futuro do ensino médio integrado. A pesquisa utilizou a abordagem qualitativa, delimitando a análise documental como procedimento técnico-metodológico. Desta forma, através da análise de leis, documentos, escritos e pesquisas sobre a educação brasileira, buscou-se refletir se as políticas públicas recentes têm atuado na integração ou no afastamento do ensino médio da educação profissionalizante.
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Trumberg, Anders. "Den delade skolan : segregationsprocesser i det svenska skolsystemet". Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-14527.
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In the beginning of the 1990s the responsibility for the compulsory schools shifted from the government to the local authorities, a freedom of choice was introduced, and several municipalities brought in a school voucher system. With these changes, the educational system in Sweden went from being one of the world’s most government dominated and unified, to one with a high level of freedom of choice. The overall aim for this study is to explore the interplay between the school choice policy in the compulsory school and the process of integration and segregation on a school level. The aim is also specifically to study to what degree the pupils’ choice of school reflect the schools’ composition, with regards to ethnic and socioeconomic backgrounds between 1992 and 2004.The thesis is based on three different kinds of materials; registry data from SCB (Statistics Sweden), the municipality’s data surrounding the school applications, and interviews with civil servants, politicians, and head teachers. In conclusion, the study shows that a divide has emerged between different schools, the make-up of pupils is becoming more homogenous, and the school as a meeting place between different ethnic groups is affected in a negative way. The study also shows that the school choices have an influence on this segregation between the schools. However, there are a small number of exceptions. In certain schools, the ethnic mix of pupils is relatively fair.
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Gonzalez, Todd Anthony. "Middle-school mathematics curriculum reform in Japan and Georgia". 2005. http://purl.galileo.usg.edu/uga%5Fetd/gonzalez%5Ftodd%5Fa%5F200512%5Fma.
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Odom, Daphne Helen. "Examining A School’s Reform Efforts Through Capacity Building: A Case Study of an Elementary School". 2011. http://trace.tennessee.edu/utk_graddiss/1011.
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Due to accountability measures put in place by No Child Left Behind (NCLB), many schools identified as failing by the legislation are implementing reform efforts. This qualitative case study examined the initiatives one school put in place in order to remove themselves from the NCLB list of failing schools. Additionally, this case study sought to discover evidence of the components of capacity building in one elementary school, Cottonwood Elementary in East Tennessee. The theoretical framework of the study is based on the five components of capacity building as defined by Newman, King, and Youngs (2000). The five components defined by the authors are: teacher knowledge, skills, and dispositions; program coherence; professional community; technical resources; and leadership. Data were collected using interviews, observations and documents. The findings related to the first research question posed in this study were examined through four initiatives created by the administration in an attempt to remove the school from the NCLB list. The administrative team and faculty at Cottonwood Elementary chose to focus on: behavior and the structure of the building, attendance, literacy through professional development, and on data and accountability. Additionally, evidence of each component of capacity building as defined by Newman et al. (2000) can be found at Cottonwood Elementary. After the data were analyzed an additional component of capacity building, internal accountability as defined by Elmore (2007) was found to exist.
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Klein, Sarah V. "PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS". 2017. http://scholarworks.gsu.edu/mse_diss/42.
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In this qualitative study of middle school English teachers, I investigated the phenomenon of why teachers stay, year in and year out, despite challenges brought on by educational reforms and negative depictions from the general public. The teachers’ experiences illustrate the dedication and perseverance of professionals committed to working with students year in and year out. I framed this case study (Merriam, 1988) in theories of sensemaking (Maitliss & Christianson, 2014; Wieck, 1995) and critical pedagogy (Freire, 1970; Giroux, 2011). The participants were three teachers who taught middle school English for over ten years. Within this time frame, they were exposed to multiple, ongoing reforms: No Child Left Behind, Race to the Top, and Common Core State Standards. I used sensemaking and critical pedagogy lenses to explore how these teachers experienced issues of power and interpreted educational reforms. I also examined the reasons why they persisted in the profession. I employed grounded theory (Charmaz, 2006; Glaser & Strauss, 1967) and Gee’s (2011) Seven Building Tasks for analysis to identify four categories to illuminate the teachers’ stories: 1) Public Perception of the Profession, 2) Pedagogy and Curriculum, 3) Relationships, and 4) Being a Teacher. The teachers’ experienced ongoing struggles and yet had longevity in the profession. Implications of the study point to the perils and promises of long-term teaching. The perils were challenges of the profession: demands from administrators, new and limiting curriculum, a negative public perception, and long hours. The promises these teachers kept were commitments to decision makers and the public, middle school students and their families, and to the profession. It is these promises that they kept each year that motivated the teachers and sustained them over time.
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Olsen, Kris J. "Time is the key to reform : a study of teacher perceptions regarding a change in a middle school schedule". Thesis, 1999. http://hdl.handle.net/1957/33542.
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Time is the educational resource educators most desire, but which is
in shortest supply. Educators cannot add more days to the 12-month
calendar year, or minutes to the day. Whatever control is to be had over the
calendar and clock rests in the way time is managed by those in the
position of decision-maker.
This study examined the change in one middle school's schedule,
from a traditional seven period to a four period extended block, as it related
to teacher perceptions about time for staff development, instructional
preparation, and staff collaboration. Additionally, the study examined
teacher perceptions regarding student achievement, student contact
overload, and school climate as a result of the change in the school
schedule.
Subjects for the study were drawn from practicing classroom
teachers and other licensed personnel employed at the site school. Two
research instruments, the School Schedule Questionnaire Survey and
School Schedule Interview Survey, were used to gather data. The School
Schedule Questionnaire Survey used a Likert Scale, which asked each
subject to respond to a series of statements by indicating whether they
strongly agreed, agreed, were undecided, disagreed, or strongly disagreed.
This study concludes that teacher perceptions about time available
for staff development, instructional preparation, and staff collaboration are
greatly influenced by their perceptions about the degree to which they
control that time, and can make decisions about its use. It also concludes
that teacher perceptions about student achievement is difficult to assess
without quantitative measures, and that although teachers felt the schedule
had a positive impact on student achievement, most were concerned about
the lack of objective measures when making such an assessment. And
finally, it concluded that class size may not be the determining measure to
assess teacher perceptions about student contact overload, that the total
number of students a teacher comes into contact with each day has a
greater impact on their perception in this area.Graduation date: 1999
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PAN, CHIN-JUI, i 潘金瑞. "The Investigation of the Present Learning Situation of Teenaged Reform Schools under the Ministry of Justice – Ming-Yang Middle School". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/34050917975483993593.
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碩士樹德科技大學
經營管理研究所
96
The Investigation of the Present Learning Situation of Teenaged Reform Schools under the Ministry of Justice – Ming-Yang Middle School Abstract The main intention of our research is to investigate the effect of reform schools for teenagers, during which, we took Ming-Yang middle school, a school directly subordinated to the Ministry of Justice, as our research target. Since The” Decree for the establishment and education promotion of reform schools” passed the third reading on May 6, 1997, teenaged reform work has reached a new milestone. The main purpose of the decree is to rectify the undesirable behaviors of delinquents and those under reclamation through school education, in order for them to turn over a new leaf and readapt to society. Approximately 8 years after its enforcement, our goal is to investigate its acamulated administrative result. Our research focuses on Ming-Yang students who accepted reformative education, investigating the possible changes in their learning, self awareness, self control, social interaction, interpersonal relationship, and social skills after the reclamation, while investigating the system’s administration at the same time. According to our research model, the student population is taken as a variable while the reforming process and effects as variants, in order to discuss the influences of reform schools. Surveys produced by random sampling have been done, and after undergoing efficiency and reliability examination, data were processed and analyzed by means of cause analysis, t-certification, and variable analysis. Besides providing discussions and analytic results to our problems, our research also reached a conclusion. In addition to the government, schools, and students, our research also provides relevant suggestions for future studies. Keywords: Teenaged Reform School, Present Learning Situation, Ming-Yang Middle School.
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Hina, Ellah Hendriatta Ziningi. "An investigation of the changing roles and responsibilities of educators in middle management in the context of education reform in secondary schools". Thesis, 2009. http://hdl.handle.net/10413/814.
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Since 1994, South African education has experienced major educational reforms that have resulted in a shift in the management and administration of schools. These educational reforms have had remarkable impact on the management of schools. The purpose of the current study was to investigate the perceptions of Head of Departments – (HODs) on the effects of educational reforms linked to globalisation on the professional lives and work of educators serving in the middle management positions at secondary schools. The study focused on the effects of educational reforms on the roles and responsibilities of educators serving in middle management positions in secondary schools in Pietermaritzburg. It was located within the critical paradigm, which aims at interrogating power relations and underlying forces that shape the dynamics of educational institutions in South Africa. It drew on contrasting views of social justice to analyse the educator’s experience. The neo-liberal construct of social justice and critical construction of social justice were used. The study was an exploratory case study that used focus group interviews and semi-structured in-depth interview methods as qualitative methods of data collection. Thematic analysis has been used to analyse data that has been collected. The globalisation theories and themes were used as lenses for data interpretation. Eight secondary schools middle managers (HODs) managing Mathematics and Physical Science from schools in Pietermaritzburg District participated in the study. Schools selected represented the racial, social, gender, economic and linguistic diversity of the province. The findings suggested that the effects of education policies influenced by neo-liberal globalisation have redefined the roles and responsibilities in ways that minimize the HODs autonomy and lead to the deskilling of educators who have been trained to perform their duties successfully and efficiently. The new education policies have coerced the educators including HODs to become ‘skills technicians’ degrading them as autonomous professionals. The neo-liberal policies exploited the HODs by coercing them to do both administrative work whilst being responsible for curriculum leadership. The HODs experienced dialectical tensions between allegiances to the subject (curriculum leadership) versus administrative role.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermarizburg, 2009.
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Mitchell, Tammy. "A study of the reform process to provide an inclusive model of service delivery within a Manitoba middle years school". 2012. http://hdl.handle.net/1993/8121.
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Several current social agendas in the province of Manitoba are impacting the demographics in our classrooms. Recent changes to the Public Schools Act, the Educational Administration Act, an aggressive immigration initiative and a trend for movement from rural to urban settings have contributed to classrooms where the learning and behaving needs of students are diverse, their motivations to learn are different and they have varied areas of strength and weakness. In order to meet these new challenges and to provide educational programming that reflects the needs of our global society, schools need to change the way they are delivering service to students in schools. This study used qualitative research methods to examine the conditions that facilitate building an inclusive middle school in Manitoba.
Data from both focus group interviews and a document study yielded multiple themes under the headings of actions, culture and strategies. A historical scan of the school’s reform process highlighting the changes in beliefs, leadership, structures and processes over time resulted from the data analysis. Collectively, the findings identify the specific steps the school took to move to inclusion.
The information contained in this study will provide a path to help educators move to creating inclusive school environments where all students feel a sense of belonging and fulfillment from their educational experiences.
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Eady, Charlotte King. "Rural middle school principals' perspectives of supervision and evaluation as they implement Georgia's A Plus Education Reform Act of 2000". 2002. http://purl.galileo.usg.edu/uga%5Fetd/eady%5Fcharlotte%5Fk%5F200205%5Fedd.
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YA-WEN, MAO, i 毛亞文. "The Career Plan and Adjustment on the Middle- and Older-aged Elementary School Tteachers in the Wave of the Pension Reform". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/m6bwbp.
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碩士玄奘大學
應用心理學系碩士在職專班
106
This study aimed to understand the career plan and adjustment of the middle-and older-aged elementary school teachers, and to focus on the effects in the wave of the pension reform. This study was adopted for in-depth interviews with eleven middle-and older-aged elementary school teachers. It also collected their original intention of wanting to be teachers in their early careers and their thoughts and feelings in the wave of the pension reform, and summarized the effects of their career plans and adjustment in the wave of pension reform. Four major finding of this study were listed as follows: 1. Four categories of their original intention of wanting to be teachers: to live a stable and simple life, to consider the financial factors, to own enthusiasm and interests in teaching and to be attracted by tantalizing welfare and additional value. 2. Three career plans before the pension reform starts although most of them are vague: financial management, leisure and traveling and mental health and growth. 3. Four categories of the thoughts and feelings of the middle-and older-aged elementary school teachers toward pension reform: depression and anger, anxiety, face the music and flexible adjustment. 4. Four career plans and adjustment after the pension reform started: stick to the plan, flexible adjustment, anxiety and retirement. The study also showed that there are some impacts on teachers after pension reform started. 1. Financial factors will be important while middle-and older-aged elementary school teachers have retirement planning. 2. Critical speech and misunderstanding hurts teachers during the process of pension reform. According to these findings of the study, the further effects of the career plan and psychology on the middle-and older-aged elementary school teachers in the wave of the pension reform in terms of career adaptability and psychological contract were discussed. Briefly, this study provides variety career plans and adjustment effects of middle-and older-aged elementary school teachers in the wave of pension reform and references for further study.
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Sadri, Pejmon. "Teaching mathematics for understanding : intentions and practices of an expert middle school mathematics teacher in the context of a reform-based curriculum /". 2008. http://hdl.handle.net/1957/8657.
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