Rozprawy doktorskie: „Middle secondary school”

1

Fok, Fung-yee. "A study of bullies in a secondary school". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.

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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. Teachers described technologically literate middle school students as able to perform basic computer skills and use those skills for research and problem-solving. Teachers' instructional practices included modeling and demonstration, hands-on practice, coaching, collaboration, and frequent assessment to achieve the outcome of student technological literacy. Challenges that can impede teachers' implementation of practices for technological literacy included lack of school support, equipment, time, and effective professional development. Recommendations to overcome challenges include increasing availability of equipment by providing better ways to schedule the computer laboratories and staff to monitor the equipment. Relevant up-to-date staff development and inclusion of technological literacy as a school goal were also suggested. This study may influence social change because it may help teachers improve practices to develop students' technological literacy skills necessary for successful employment in the 21 st century.

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McGrew, Laura L. "Comparison of middle to high school transition programs". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mcgrewl.pdf.

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Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /". Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.

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STAR, RACHEL PADMA. "CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS". University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028.

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6

Woodhouse, Mick. "Middle management in a secondary school : an action research project". Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289466.

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This action research study examines the problems of a middle manager in a school, managing teams to deliver an operational project with little formal authority. The main objective of this study is to find out how a project can be managed in the most effective and efficient way when the teams involved have mixed work place loyalties and are operating within a restricted environment of limited resources. The management focus was on the micro-management of staff to influence performance and improve practice, including the performance of the practitioner-researcher. The study is set using a paradigm of symbolic interactionism based on qualitative research methods using action research. Primary data were gathered during two major research cycles each lasting an academic year. Data were collected using a series of participant logs, a detailed researcher log and indepth interviews with the teams and individuals. In the first cycle, a critical friend also provided data. The study presents the advantages and limitations of the methodology and suggests ways of reducing these limitations and enhancing the trustworthiness of the findings. The complexity of managing teams of form tutors who have multiple job roles and commitments in an inner city school environment is also highlighted. The study also raised sensitive issues and ethics in terms of the data that were generated when based on the performance and attitudes of participants. The main finding of this study was the importance of applying a range of methods which in isolation would have limited effects, but which produced a synergy of effect when applied together. These methods were based around the framework of Buchanan and Boddy's (1992), Public Performance-Backstaging Strategy. The framework included the use of traditional-rational-linear strategies backed up by a political management style. This study applied this basic framework to a specific school setting and introduced other strategies often at the micro level to influence staff. The study also shows the effectiveness of applying a different emphasis of strategy to different groups, from high to under performing staff. Some tactics were shown to be more effective; some worked well with some staff but had the opposite effect with other individuals. The efficiency of various techniques was investigated, some of which were shown to result in a high energy and emotional cost for the manager. The study concludes by showing that in certain circumstances it was more expedient to adopt a management of dilemmas approach rather than seek a total solution to a problem.

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Hallagan, Jean Elizabeth Masingila Joanna O. "Teachers' models of student responses to middle school algebraic tasks". Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Wong, Ka-ming Tracy. "Students' perceptions of forgiveness in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2575581x.

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Brown, Sareta Valdez. "Middle School Teachers' Perspectives of Classroom Bullying". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/135.

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Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura's theories of moral disengagement and social learning theory of aggression informed and provided a framework for the research process. Information was gathered from 10 purposefully selected middle school teachers through personal interviews. Data analysis included coding, categorizing, and thematic analysis. The resulting themes revealed that teachers and school counselors played the most important role in bullying prevention. Physical, verbal, and cyberbullying were perceived as the major types of bullying in the middle school. Teachers reported that more bullying professional development was needed. Given the negative short and long term outcomes associated with bullying, the bullying phenomenon merits serious attention for preventive intervention. Social change will be realized when teachers become more knowledgeable of specific school bullying policies and are able to respond effectively to bullying incidents in schools. Subsequently, students will be able to enter peaceful, productive classrooms and schools.

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Bowers, Clinton Todd. "Effectiveness of inclusion in an Indiana middle school". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/709.

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Repeated poor performance by students with special needs on the Indiana Statewide Test of Educational Progress (ISTEP) in an Indiana middle school supported the need for instructional changes. Following the implementation of a full inclusion program, a problem arose in that the program had not been evaluated and effectiveness was in question. This study, grounded in the constructivist and social reproduction theoretical frameworks, is important in explaining the effectiveness of a fully inclusive school. Whether placing middle school aged children with special needs in inclusive classrooms in the middle school setting is an effective practice is the research question guiding this work. A program evaluation was used to determine effectiveness by examining same student test score data in math and English from 2005 through 2007. The 2007 test scores reflected the first scores following a full year of inclusion. The test score data were compared using repeated-measures ANOVA to study overall performance from year to year. The findings of the project show that inclusion had a significant positive effect on ISTEP scores and is an effective method of instructing children with special needs in the least restrictive environment. The information gained from this work could be used to provide improved learning opportunities for middle school students with special needs in their current setting as well as influence their future learning opportunities through high school and beyond resulting in positive social change. Students with special needs may realize higher graduation rates and academic success while this work could be used to guide the implementation of an inclusion program by examining the methods explained in this paper.

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Lo, Yuen-ling Peggy. "The perceptions of students and teachers on the teaching of virtues in a Hong Kong secondary school". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25241849.

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.

The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Brockway, Elizabeth Marie. "THE PORTRAYAL OF THE MIDDLE EAST IN SECONDARY SCHOOL U.S TEXTBOOKS". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174677061.

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Stickles, Paula R. "An analysis of secondary and middle school teachers' mathematical problem posing". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219902.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2088. Adviser: Frank K. Lester. "Title from dissertation home page (viewed June 21, 2007)."

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Ward, Christopher J. "Musical exploration using I.C.T. in the middle and secondary school classroom". Thesis, Oxford Brookes University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493409.

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This thesis explores musical creativity through ICT. It aims to show that secondary school pupils can compose ireely using ICT in the classroom, easing and "democratising" the creative process, enabling a high standard for all regardless of formal musical training. The fieldwork project was conducted across one secondary school (Years 9-13) and one middle school (Years 5-8) in the Windsor area from November 2002 - December 2003. There were opportunities in the music classrooms of both schools to develop creative ideas based around tonalities of the last 40 years, in spite of the fact that creativity in a non-tonal medium was well established in the professional field. I intended to show that pupils were more inventive and motivated in the music classroom when given opportunities to: a) Use ICT as an integral part of the creative process. b) Explore unusual sounds in a non-fixed-tonal environment. c) promote enthusiasm and motivation through learning by relevant and fascinating lesson content, enthusiastic delivery and an informal class atmosphere.

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Daniel, David S. "School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64281.

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The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools.
Ed. D.

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Harrison, April. "Middle School Tier 2 Vocabulary Interventions". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19244.

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This study investigated a Response to Intervention (RtI) practice at the middle school level using a randomly assigned Tier 2 vocabulary intervention. Although RtI research has documented improvement in the academic performance of elementary-aged students, RtI research in support of improved student performance in secondary schools is not prevalent. This study randomly assigned 86 sixth, seventh, and eighth graders into either the treatment or control condition. The purpose was to investigate whether middle school vocabulary instruction impacted vocabulary and/or comprehension growth for identified at-risk students. The experimental condition showed significant results for vocabulary (p=.011) but not comprehension (p=.657) on easyCBM outcome measures. Results are discussed in relation to teaching vocabulary independent of teaching comprehension directly.

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Howkins, Janice. "Perceptions of secondary school middle leaders on their development and contribution to whole school improvement". Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13016.

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The focus on school improvement has been driven at a national level through Government initiatives and the increasingly high profile of the Ofsted Inspection frameworks and procedures. The latter, in particular, has made schools very accountable for pupil outcomes. This in turn has impacted on leaders in schools, who, as part of the Ofsted Inspection framework, are given a separate judgment for their performance (Ofsted 2015). Since 2012 middle leaders have featured in the Ofsted framework descriptors used to judge leadership and management in a school. This study explores the perceptions and development of middle leaders, in one North West London secondary school, regarding their development and contribution to whole school improvement. The research suggests that while the vast majority of middle leaders did not have a full understanding of distributed leadership as a construct, they did however, consider themselves to be drivers in the school, described by three as ‘the cogs in the engine’. Positive partnerships with senior leaders and school improvement groups, in this institution, were cited by some as key features of middle leaders’ contribution to whole school improvement. The analysis of findings highlighted the positive impact of leaders working together and identifies a construct of distributed and inclusive leadership. I carried out the study within my own school as headteacher researcher. A key finding has been the significant benefit for a headteacher to do research as an insider. The experience of headteacher researcher has further ignited my longstanding passion of deepening and extending understanding and knowledge about our roles as leaders in schools.

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Leung, Kam-wa. "The measurement of physical activity in Hong Kong secondary school students /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23426937.

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Yesalonia, Susan. "Understanding middle school students' perspectives regarding physical activity and fitness". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/662.

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Research confirms inactivity increases in adolescence and that unfit youth are at risk of acquiring cardiovascular diseases, diabetes, obesity, or other significant physical disorders later in life. Thus, the purpose of this phenomenological study was to describe the experience of chronically inactive children who were exposed to an exercise intervention program. The specific focus of the research was to better understand the essential educational needs of the participants and the effective elements of the program, Moving for Fun (MFF), a 7-week after-school fitness intervention program designed to modify chronic inactivity. Open-ended interviews and 3 observations were conducted with 8 middle school students (4 males and 4 females) identified as scoring low on a standardized assessment protocol of health-related physical fitness. Interview data were transcribed and coded using a combination of open and a priori coding to extract significant statements that were analyzed into clusters of meaning that described key elements of the students' experience. Video-taped observations were analyzed to use behaviors during MFF activities as a means of checking interpretations of the interview data. Interpretation of the final structural analysis suggested that students did not have a good understanding health-related fitness or how it is achieved; however they enjoyed participating in inclusive physical activity, and were planning to add more physical activity to their lives. Recommendations include an examination of physical activity programming and an increase in programs that serve participants with varied needs. Developing more student-centered programs that teach or include fitness education can decrease the number of students lacking physical fitness and increase the population of those who carry fitness activities and better health with them into the future.

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Seymour, Kathleen. "Schools for pre-adolescents : a comparative study of the 9-13 middle school in Dorset". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12797/.

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When they first appeared on England’s educational landscape, middle schools held the promise of providing a schooling environment ideally suited to the needs of pre-adolescents. This research aims to assess how far they have fulfilled that promise. As a convenient and cost-effective means of reorganising schooling along comprehensive lines, the number of middle schools steadily increased from the late 1960s through to the early 1980s. Since 1982 their numbers have declined and today they form a small minority of state schools in England. Many of the remaining middle schools are under threat of closure as local authorities opt to reorganise into the more common two-tier schooling system with transfer from primary to secondary school at age 11. Using Dorset County Council’s administrative area as a case study, I examine the educational and social aspects of middle schools for children aged 9-13, and compare these with the equivalent age ranges in the two-tier schooling system. Employing a mixed methods approach, the views of headteachers, teachers, pupils, former pupils, parents and the local authority were collected via questionnaires, an interview and a discussion group. My research uncovered evidence that children in middle schools may receive a less rich educational experience than their counterparts in the two-tier system and overall, middle school participants exhibited a more negative attitude towards the academic side of their schooling experience. These findings were particularly notable among those in the upper two years of middle schools, suggesting that children aged 11 and above would enjoy a superior educational experience in secondary schools. A clear trend was evident for middle school pupils to ‘out-grow’ their middle school as they progressed through the year groups and for many participants the transfer to a new school was well overdue by Year 8. There was little to suggest that children’s social development is better nurtured in a middle school environment, though there were indications that social relationships at the middle school are better than those at secondary schools and that children’s emotional well-being is better supported. I argue that the inception, development and downfall of the middle school has been characterised by a lack of clarity and consistency in its form and identity which has failed to make it robust enough to withstand national shifts in educational policy and pedagogy. The future of the middle school is discussed and I conclude that isolating the pre-adolescent years in a separate schooling unit might not be the best strategy, and argue instead that a recognition of the particular needs of the pre-adolescent should be an inherent part of our education system whatever form or structure our individual schools take on. My research updates our knowledge on what has been an under-researched aspect of England’s education system for many years and, unlike many previous studies, addresses the views of multiple stakeholders and compares the opinions and experiences of those associated with both the two-tier and three-tier schooling systems. It provides a broad-ranging examination of the middle school in the context of its probable eventual disappearance and encourages policy-makers and practitioners to consider the ‘middle years’ above ‘middle schools’.

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Peck, Andrea W. "Middle school transition| Building a foundation of educational success". Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725602.

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The purpose of the exploratory research study was to identify the practices that school principals in the state of Pennsylvania utilize to best support students, parents and school personnel before and during the transition to a middle level school. Research questions were designed to assist in determining what transitional practices schools are using, which practices principals’ rate most successful, to what extent transition program activities are aligned to the developmental needs (physical, cognitive, social-emotional) of young adolescents, how transitional practices compare between middle level schools that have and have not been identified nationally as a School to Watch and how practices vary by the grade configuration of middle level schools.

Quantitative and comparative coding qualitative analysis was used in the study and results indicated that transitional practice usage is valued by principals, yet implementation of transitional practices varies among schools. Time was reported as the most significant barrier to implementing transitional practices. The majority of practices used by schools are with students, yet practices lack in addressing students’ social-emotional needs. Practices aligned to cognitive needs of young adolescents are used more frequently and ranked most successful by principals. Principals indicated self-reported success and that the most common practice used with students prior to transition is an orientation day to the middle school and having an assembly about building rules, procedures and information is most successful and common during transition. Regardless of grade configuration, transitional practices used with school personnel remain the least frequently implemented by schools. Furthermore, student practices aligned to the physical developmental needs of young adolescents are more frequently implemented by schools that have been designated a School to Watch.

I used a web-based survey to gather data to examine the extent to which the transitional practices were implemented in schools. A sample of 96 middle level principals in Pennsylvania responded to the survey. Results from the study support the use of transitional practices with students and parents and educating staff about transition to build a stronger school community and foundation of educational excellence. Implications for professional development and future research are offered.

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Chiang, Ling-wah Kitty, i 姜玲華. "A lexical analysis of difficulties encountered by middle 4 students ina Chinese middle school in using a local English course book". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31948960.

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Yick, Wing-yee Winnie. "Impact of internet on loneliness of secondary students /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474741.

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Coffin, Dawn E. "Teacher perceptions of the changing role of the secondary middle school principal". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002316.

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Pinegar, David Ralph Jr. "A cross-sectional investigation of academic and affective differences related to junior high school or middle school experiences". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185276.

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The purpose of this study was to empirically investigate, in 10th grade students, cognitive and affective differences which might be attributable to either middle or junior high school experiences. The research questions were designed to find differences in self-esteem, grade point averages, in participation in clubs, teams, and student government, and in attendance and discipline between two groups of respondents--graduates from two middle schools and graduates from a junior high school. The research design included the 10th grade population of a single high school whose feeder schools included two middle schools and a junior high school. Respondents from outside the feeder pattern were excluded from the study. The study used eight dependent variables, including GPAs, attendance, discipline referrals, participation on clubs, teams, and student government, and two measures of self-esteem. Independent variables were types of feeder school environment, middle or junior high, from which the respondents had graduated. An analysis of variance was conducted to test relationships between feeder school type and each dependent variable. The findings of this study indicate that there are slight and statistically nonsignificant differences between respondents from the two environments. Junior high school respondents achieved slightly higher mean GPAs, had fewer absences, participated marginally more in clubs and teams, and scored slightly higher on one measure of self-esteem. Middle school students participated more in student government, had only .2% fewer discipline referrals, and scored slightly higher in the second measure of self-esteem. The lack of a statistically significant difference for any of the variables could be the result of several factors. These factors include the extent of real difference between the junior high and middle schools, the newness of the middle schools and the degree of implementation of middle school programs, and the different ethnic composition of the middle schools as opposed to that of the junior high school.

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Salter, B. W. Jim. "A jigsaw puzzle : assessing the English vocabulary level of junior secondary students in Hong Kong /". Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262750.

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Schwartz, Jessica M. "The impact of middle school agriculture education on student enrollment in high school agricultural education at Chisago Lakes School District". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009schwartzj.pdf.

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Wong, So-Kam Sally. "An investigation of the relationship between socio-economic status and parental influence towards physical activity patterns in Hong Kong secondary school students". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248820.

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Alhmali, Rajab. "Student attitudes in the context of the curriculum in Libyan education in middle and high schools". Thesis, Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/61/.

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Thesis (Ph.D.) - University of Glasgow, 2007.
Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

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Bradley, Mary C. "The social information and emotional processes of middle school students who bully". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297093.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0514. Advisers: Rex Stockton; Jeffrey Daniels.

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Dennis, Janelle. "No-Zero Policy in Middle School: A Comparison of High School Student Achievement". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5694.

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Local middle schools have begun implementing a no-zero policy, which compels teachers to assign grades no lower than 50% even if a student did not turn in assignments for grading. In the study setting, high school teachers are struggling to motivate students who have attended a middle school with a no-zero policy in place. High school students who have attended a middle school with a no-zero policy show signs of learned helplessness. The purpose of this study was to examine the differences in core course grades between high school students who attended a middle school with a no-zero policy (NZPMS) and high school students who attended a middle school without this policy that would compel the assignment of F grades if earned by the student (FPMS). The theoretical framework is Seligman's theory of learned helplessness. The sample included 1,396 students in a high school who attended either of the two middle schools. Comparisons between mean high school mathematics, science, and English grades were compared using a one-tailed t-test. Effect sizes were measured using Cohen's d. The findings indicated statistically significant small to medium differences in students' core course grades. Students who had attended the NZPMS earned lower high school core course grades in mathematics, science, and English than students who had attended FPMS. Professional development activities were created to train teachers and administrators at the NZPMS about the negative effects of awarding students with passing grades without expanding any or only minimal effort. Positive social change could occur for students' academic careers and professional lives if the no-zero policy is rescinded.

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Anderson, Ricardy J. "Investigation of teacher and administrative practices regarding gifted students in middle schools". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2504.

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On the continuum of special needs students, gifted students are often under-served. Research suggests the lack of services reported for these learners is similar across gender, grade level and type of school. However, much of the existing literature regarding differentiation of instructional practices for gifted learners is limited to the elementary level. This study sought to identify administrative and teacher practices regarding differentiation for gifted students in the regular education classroom in middle schools. More specifically, quantitative questionnaires were developed to identify the types of differentiated instructional activities classroom teachers utilize, describe programs offered to gifted students and identify factors which school administrators believe to be important to their role in addressing gifted programming. This exploratory study utilized quantitative, non-experimental methodology. The sample included teachers and administrators in public middle schools in Alameda and Sacramento counties in California in which gifted learners are taught in the regular classroom. While middle school teachers who instruct gifted learners in the regular education classroom employ differentiated strategies in the areas of enrichment, curriculum and grouping, teachers also engage in non-differentiated practices in the areas curricular materials, assessment and acceleration. Results reveal that the use and application of the strategies devised for gifted learners is uneven. Differentiation in the instructional program does not occur with consistent frequency and limited opportunities are presented in the areas of enrichment, differentiated curriculum and grouping. Whereas administrators indicate enrichment, self-selected projects, subject acceleration, enrichment and flexible grouping, should be provided to all gifted learners, actual services provided school-wide as reported by both administrators and teachers focuses significantly on enrichment, differentiated curriculum and grouping. Data shows that the activities reported to be beneficial to students by administrators which include participation in enrichment activities, differentiated curriculum and grouping, are generally reported to be in use by teachers. Although administrators report many activities to be essential to their role in addressing gifted programming, limited training hinders administrators from providing adequate support to teachers and conducting appropriate evaluations.

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Lindahl, Rebecca. "Research-Based Characteristics of Professional Learning Communities at the High School Level". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/859.

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An educational problem facing high schools in 2 Midwestern school districts is that few local contextual experiences exist for developing professional learning communities that contain research-based characteristics. Identifying such experiences is important to school leaders and teachers. The purpose of this study was to examine 2 local high school professional learning communities to identify research-based characteristics such as practice-based discussions and a focus on learning and results. Constructivism and social change theory provided the theoretical foundation. A single research question sought the presence of research-based characteristics. The characteristics formed the conceptual framework and emerged from many voices in the field. Qualitative case study research methods guided the study; each high school served as a case. Interviews with 10 educators, observations of 4 team meetings, and examination of artifacts from the sites were conducted to collect data. Data analysis included coding information from interviews, meetings, and artifacts; developing individual case narratives; and constructing a cross-case analysis. A key finding was that all research-based characteristics were present in each school. One conclusion reached was that strong administrative leadership contributed positively to the presence of characteristics. Another was that operating from a learning model (e.g., AIW [Authentic Intellectual Work] or DuFour) contributed positively as well. Several recommendations are included and focus on following a model under strong administrative leadership. Given the findings, positive implications for social change include more effective teaching, more authentic collaboration in schools, and a culture of teacher excellence.

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Bryant, Dean Rochelle. "Middle School Teachers' Perceptions of Instructional Coaching". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6531.

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Instructional coaching, a multifaceted form of job-embedded professional development in education, is widely spreading across the United States as a means of improving staff performance and student learning. The problem was that there was a decrease in 8th grade student achievement in mathematics in this school district. The purpose of the intrinsic qualitative case study was to examine the perceptions and experiences of middle school math teachers about the role of instructional coaches in supporting math instruction. Maslow's hierarchy of needs and Knowles' andragogy adult learning theories formed the conceptual framework that guided this study. The research questions focused on mathematics teachers' perceptions of the role of instructional coaches and their experiences working with coaches. A case study design was used to capture the insights of 5 mathematics teachers through semistructured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and a peer audit. The findings revealed 5 themes: collaboration, observations with feedback sessions, data analysis sessions, professional development, and student achievement. A professional development project was created to provide and improve collaborative skills between teachers and instructional coaches. This study has implications for positive social change through the creation of a plan to build stronger teacher-coach connections to improve student learning opportunities.

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Gage, Charles Quincey. "The meaning and measure of school mindfulness an exploratory analysis /". Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069683954.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xiii, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Wayne K. Hoy, Dept. of Educational Policy and Leadership. Includes bibliographical references (p. 154-169).

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Backus, Angela S. "The Relationship between Bullying Behaviors and Perceived School Connectedness among Middle School Students". Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1278441371.

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White, Amy E. "A meta-analysis of service learning research in middle and high schools". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2995/.

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This study examines the relationship between service learning innovations and improved academics, self-concept, and social or personal growth in middle and high school students. Meta-Analysis is employed to arrive at effect-size estimates for each construct. A historical overview of service learning is presented and a detailed description of the study selection process is provided. The data revealed a moderate relationship between service learning participation and academics, self-concept and social or personal growth in middle and high school students. The findings are presented, and some appropriate conclusions are drawn. A discussion of the implications of these findings and recommendations for future research are also provided.

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McDougall, Morgan Elizabeth. "Teaching Native American and Middle East American Literature in the Secondary School Classroom". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522853726757563.

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Freedman, Lauren 1946. "Once upon a time: Storying in a middle school classroom". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290687.

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The purpose of this study was first and foremost to investigate the storying process used by six middle school students, their teacher, the school administrator and the researcher as they moved through their classroom/school lives. Second, I sought to incorporate the storying process within the larger context of a literate, learning centered classroom community in which storying is integrated with transaction, democracy, culture, and inquiry. Third, I wanted to examine the process of storying from a critical perspective in order to suggest ways to transform educational practices from a reproductionist to a social reconstructionist approach. This interpretive ethnography included the data collection strategies of individual and group interviews and field notes. A theoretical framework for storying was developed using a modified analytic induction method. The categories were constructed and coded using a constant comparative method. The major finding of this study was that storying is a distinct participatory/dialogic process which makes use of narrative elements. This process incorporates the speech mechanisms of mini-monologue, dialogue, and multilogue. Stories are initiated when someone starts to share spontaneously or when invited by a listener. The responses of listener(s) and/or speaker(s) fall into the categories of intermittent responses, ignoring a story starter, listener's tangential comments, popcorn stories, and sustaining a story through extraneous interruptions. The four major purposes for storying are to reflect on and understand experience, to negotiate and evaluate experience, to develop and sustain relationships, and to construct and reinforce knowledge. Storying is a powerful resource which can be employed in curriculum planning and practice to build community, engage in critical thinking, and construct knowledge. Storying is also a research tool for university and teacher researchers to both gather and analyze data through examining current theory and practice so that these can be imagined and structured in new ways.

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Herring, Michelle Limor. "Middle School Choir Directors’ Perceptions and Applications of Multicultural Music Education". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804861/.

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The purpose of this descriptive study was to discover Texas middle school choir directors’ perceptions and applications of multicultural education in their classrooms. Three research questions guided this investigation: (1) What were middle school choir director’s perceptions about multicultural music education?; (2) How did middle school choir directors apply multicultural music pedagogy in their classrooms?; and (3) How did middle school choir directors perceive professional development opportunities in multicultural music education? Texas middle school choir directors perceived that the purpose of multicultural music was to expose students to different cultures and diverse worldviews through music. Teachers listed several social and musical benefits of studying multicultural music including broadening musical horizons, cultural appreciation, and expansion of student worldviews. Teachers consciously programmed multicultural music for most of their concerts, and some chose literature based on their students’ cultural backgrounds. Although most teachers tried to make multicultural music experiences genuine for students, authenticity was the foremost pedagogical concern regarding multicultural music pedagogy. Teachers tended to utilize a combination of music concept and sociocultural approaches when teaching multicultural music by comparing multicultural music to Western music and using classroom discussions to discuss social issues that lend context to the music. Professional development opportunities in multicultural music education were available through the state music organization (TMEA), but rarely at the district or the campus level. Teachers also reported opportunities at the national level for professional development.

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Lo, Chee-wai. "Teacher appraisal-perceptions of appraisers (middle managers) and appraisees (teachers) in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058032.

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Jurewicz, Marsha Moye. "Organizational citizenship behaviors of middle school teachers: A study of their relationship to school climate and student achievement". W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539618640.

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In response to accountability issues mandated by federal and state legislation, educators are looking at various aspects within schools to identify relationships between school variables and student performance. This study addressed this issue by investigating the relationship between organizational citizenship behaviors of middle school teachers and student achievement, and organizational citizenship behaviors of middle school teachers and school climate within 82 middle schools throughout the state of Virginia. This study also explored the relative effects of student socio-economic status (SES) and organizational citizenship behaviors on student achievement. The Organizational Citizenship Behavior in School Scale (OCBS) was used to measure teacher organizational citizenship behavior. The School Climate Index (SCI) was used to measure school climate. The eighth grade Virginia Standards of Learning math and English Tests were the measurement tools for student achievement.;A significant relationship was found between organizational citizenship behavior (OCB) and student achievement in both English and math. There was also a significant relationship between OCB and school climate. Additional correlational analysis found significance between organizational citizenship behaviors and each of the four dimensions of school climate: collegial leadership, teacher professionalism, academic press, and community engagement. Further stepwise regression analysis indicated that SES had a significant independent effect on student achievement in both math and English. Organizational citizenship behaviors had a significant independent effect on student achievement in English when controlling for SES.

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Donnelly, Jamie Anne. "The Relationship Between Physical Fitness and School Performance in Middle School Girls". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1996.

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Past research has indicated a significant relationship between physical fitness and standardized test scores; however, the relationship between physical fitness and other aspects of school performance has yet to be empirically examined in a population specifically composed of middle school girls. This study examined several factors that contribute to school success, such as classroom behavior, attendance, and grades, in relation to physical fitness among a group of adolescent girls. It was specifically designed to examine the statistical relationship between physical fitness, as measured by the Fitnessgram, and quantitative data on school performance including grades, standardized test scores, school behavior, and attendance among 280 middle school girls. The biopsychosocial theory was used as the basis of this study, with the biological factors of fitness levels and BMI, psychological factors of grades and test scores, and social factors of attendance and behavior. A 1-way between-subjects multivariate analysis of variance demonstrated that the psychological and social factors of school performance were significantly affected by the biological factor of physical fitness. A significant correlation was also found between BMI, grades, and attendance. Positive social change implications include informing school administrators on the importance of increasing the emphasis on physical activity instead of replacing physical activity with additional time in core academic subjects. In addition, the results demonstrate the important relationship between school performance and physical fitness in middle school girls and underscore the importance of fostering physical fitness within this distinct group of middle school-aged girls.

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Bevilacqua, Brittany M. "Relational aggression among middle school girls the development of a victimization questionnaire /". [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3199403.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.
Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3924. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 10, 2006).

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Mpiwa, Maritshi Peter. "Heads of departments experiences of school mergers in North West province". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80486.

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Although there has been much research on school mergers, there has not been a strong focus on the way in which heads of departments (hereafter HoDs) in the North West province experience school mergers. This qualitative case study, which used an interpretative paradigm, built on and contributed to understanding successful strategies used by displaced HoDs from middle to primary or secondary schools in performing their roles and responsibilities after the school mergers, the challenges they experienced and how they approached such challenges. Semi-structured interviews and a document analysis with purposive sampling of nine (9) participants, comprising six (6) female HoDs and six (3) male HoDs, were used to collect the requisite data. The study was underpinned by a conceptual framework, to identify and construct my views as a researcher, on the HoDs experiences of school mergers in North West province (Adom, Hussein & Agyem, 2018) as a lens for data analysis. The study findings indicated that there had been a significant change in the roles and responsibilities performed by the displaced HoDs. The HoDs had also demonstrated resistance to the school mergers as they had not been prepared for handling tensions and opposition (Pinheiro, Geschwind & Aarrevaara, 2016). It was also found that the HoDs had different understandings and interpretations of the concept of a school merger, and that the NWDoE had undermined them and had also not prepared them adequately enough for both the school merged and to cope in their new roles. The findings also indicated that the NWDoE had done very little to involve the HoDs in the entire school merger process. In addition, the findings also revealed that generally teaching and administering curriculum was a challenge for some of the expatriate HoDs due content gap in the subject areas allocated to them in their new roles. Accordingly, the study pointed out the need for retraining and workshopping the displaced HoDs, as well as placement in line with their areas of specialisation and proficiency. It was hoped that this might help them to handle the tensions they were experiencing and to decrease their opposition, diminish their resistance and, finally, assist them in performing their hugely changed roles and responsibilities in their new schools.
Dissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted

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Kit, Rae Lynn. "CHARACTERISTICS OF SEVENTH-GRADE MIDDLE SCHOOL STUDENTS WHO ATTENDED A CONTINUATION HIGH SCHOOL". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/832.

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This study explored pre-existing quantitative data for 55 students when they were in the seventh grade who eventually attended a continuation high school years later. There were 101 students at a particular continuation high school, and this research explored pre-existing data looking solely at the students who were in the same district while they were in seventh grade. Attendance and grades from the pre-existing data in the district’s software system were analyzed using a descriptive methodology followed by a cluster analysis through SPSS. Attendance findings for the 55 students revealed that nine students (16%) were absent with a frequency of 10 or more days in each semester. Reasons given for some absences were bereavement for four students (7%) and suspensions for 10 students (18%). Eight out of these 10 students (80%) declined in their grades from the first semester to the second semester. Overall, 33 students (60%) declined in their grades from the first semester to the second semester regardless. Findings related to grades looked at the number of Fs over the two semesters of the seventh-grade school year and at the number of Fs earned in each course. Forty-four students (80%) earned at least one F either semester. Language Arts was the highest failed academic class second semester, with 32 out of 55 students (58%), and Computer Applications was the highest failed elective class for 5 out of 9 students (56%) who took this class second semester. Other findings related to grades were that 0 students (0%) failed only the elective, and only 2 students (4%) failed Physical Education. Additional findings through cluster analysis revealed a connection between failing an elective in combination with failing Language Arts: 81.8% first semester (9 out of 11 students) and 83.3% second semester (5 out of 6 students). Using a cross-tabulation, the highest pattern between the two semesters was for 10 students of the overall 55 (18%) with no Fs both semesters, and the second-highest pattern was for 6 students (11%) with no Fs first semester and 1 F second semester.

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Shi, Fung-ling, i 施鳳玲. "How middle managers become active in school-based management: a case study in a local secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962579.

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Shi, Fung-ling. "How middle managers become active in school-based management a case study in a local secondary school /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500748.

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Yuen, Adolph. "School excellence in the perspectives of a subsidized secondary school : a case study of teachers' and principal's perceptions /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710109.

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