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Author: Vicki VanLaere
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Book Description
The purpose of this study was to determine the effectiveness that transitional activities have on student achievement and attendance when students moved from elementary school to middle school. The data were gathered from two school districts that are demographically similar. Data included average daily attendance rates, Terra Nova Achievement Scores from social studies in grades five, six, and seven, as well as math in grades five, six, and seven. There were 187 students in the Treatment Group and 147 in the Control Group for a total of 334 students. Comparison of means for demographic equivalency of the groups (t-test) and a MANCOVA with repeated measures analysis of seventh grade Math and Social Studies test scores were run. The results indicated no significant differences in rates of attendance from students transitioning from elementary to middle school whether they have experienced transitional activities or not. In addition, there were no significant differences in Terra Nova Social Studies or Math Achievement Test scores between students transitioning from elementary to middle school whether they have experienced a comprehensive transition program or not (F= .003, p= .960 for seventh grade Math, F= .947, p= .331 for seventh grade Social Studies). There was a drop in both attendance and achievement test scores for both the control and treatment groups. While this study determined there is no reason to believe the interventions made any difference in the overall attendance and achievement test scores, the literature and other studies have shown positive results. Programs of this sort need further study and analysis to gather additional data on transitional activities and their effectiveness on students entering middle school.
Author: Vicki VanLaere
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
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Book Description
The purpose of this study was to determine the effectiveness that transitional activities have on student achievement and attendance when students moved from elementary school to middle school. The data were gathered from two school districts that are demographically similar. Data included average daily attendance rates, Terra Nova Achievement Scores from social studies in grades five, six, and seven, as well as math in grades five, six, and seven. There were 187 students in the Treatment Group and 147 in the Control Group for a total of 334 students. Comparison of means for demographic equivalency of the groups (t-test) and a MANCOVA with repeated measures analysis of seventh grade Math and Social Studies test scores were run. The results indicated no significant differences in rates of attendance from students transitioning from elementary to middle school whether they have experienced transitional activities or not. In addition, there were no significant differences in Terra Nova Social Studies or Math Achievement Test scores between students transitioning from elementary to middle school whether they have experienced a comprehensive transition program or not (F= .003, p= .960 for seventh grade Math, F= .947, p= .331 for seventh grade Social Studies). There was a drop in both attendance and achievement test scores for both the control and treatment groups. While this study determined there is no reason to believe the interventions made any difference in the overall attendance and achievement test scores, the literature and other studies have shown positive results. Programs of this sort need further study and analysis to gather additional data on transitional activities and their effectiveness on students entering middle school.
Author: Charles A. Cognato
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 157
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Book Description
The purpose of this study was to determine the effects of transition activities on the self-perception and academic achievement of students moving from eighth grade in a middle school to ninth grade in a high school. Students in the treatment group (n=25) participated in prescribed transition activities that were intended to facilitate the transition to ninth grade while control group subjects (n=25) received no additional transition preparation. Data revealed that some participants benefited greatly from the transition program while others who were predisposed to either success or failure were unaffected. Females and students whose anxiety prior to the transition was relatively high seemed to benefit the most from transition preparation.
Author: Carol J. Christian
Publisher: Rowman & Littlefield
ISBN: 1475842724
Category : Education
Languages : en
Pages : 73
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Book Description
The transition from middle school to high school poses as one of the most challenging transitions students will make in their academic career in grades K-12. The transition from grade eight to grade posts the greatest loss with the highest dropout rates nationally occurring during this transition. This book shares authentic examples through story telling of the situations students have experienced during their transition to high school. Also included in this book are intervention strategies schools could implement to counter the downward spiral. This book opens dialog and increases communication among teachers, parents and administrators with the goal of seeking solutions and implementing transition activities that increase the chances of student and school success.
Author: Terri-Lynne Alston
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 99
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Book Description
The purpose of this study was to examine how elementary and middle school principals', fifth and sixth grade teachers', and elementary and middle school counselors' perceptions of responsibility for transition planning differ. Fifty-seven elementary and middle school personnel participated in the study. Individual interviews with 12 participants provided additional insight of their personal perceptions. Results of the study indicated that principals, teachers, and counselors believed that planning, offering, and implementing transition activities are necessary to effect a smooth transition from elementary to middle school. The data revealed that participants believed middle school principals and middle school counselors should have primary responsiblity for planning transition activities. The data also indicated that participants agreed that the overall responsiblity to offer and facilitate transition activities belonged to both the elementary and middle schools. The research findings also suggested that when there is collaboration, communication and shared responsibility between elementary and middle schools, students are better prepared for a smooth transition to their new environment both academically and socially.
Author: J. Allen Queen
Publisher: Routledge
ISBN: 1317919602
Category : Education
Languages : en
Pages : 175
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Book Description
This book shows administrators and teachers what they can do to make their students' ninth grade experience a successful one. Practical and research-based, this book showcases strategies to help you reduce your dropout rate, enhance student achievement, and provide a safe environment for your ninth grade students.
Author: Patrick Akos
Publisher: Routledge
ISBN: 1317919157
Category : Education
Languages : en
Pages : 102
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Book Description
With detailed examples of best practices from middle schools across the country, this book features research-based strategies and suggestions for transition programs. It covers the roles of school principals, counselors, classroom teachers, and the central office.
Author: Eileen Irby Atkinson
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages :
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Book Description
Students transitioning into the middle school often experience difficulty adjusting to their new environment. During this transition, declines in academic motivation, academic achievement, and connectedness have been noted. Most research on this transition has taken place in public school settings. This research investigated the impact of the middle school transition in a private school setting. This study examined students' perceptions of the middle school transition as it related to the connectedness students perceived to their new school, those individuals whom students perceived as most helpful during their transition, academic motivation and achievement following the transition, and perceived helpfulness of transition activities conducted by the school. In addition, the study examined significant differences of the transition experience based on gender and race. Five hundred and two private middle school students in 35 private schools in Virginia completed a paper and pencil survey in which they responded to 47 questions regarding their transition into middle school. It was found that students generally felt connected to middle school, and the number of extracurricular activities in which a student participated did not appear to correlate significantly with connectedness. Most new middle school students did not perceive their transition experience as difficult. Middle school teachers, parents and friends appeared to be the most helpful to students during their transition. As compared to elementary school, newly transitioned middle school students were more academically motivated, and academic achievement showed a slight improvement in middle school. Students reported that visits made to the middle school as an elementary student were most helpful to their transition, and that the summer orientation and tour were also found to be helpful. Males perceived parents, middle school teachers and elementary school counselors as more helpful to their transition than did females, who considered friends most helpful. Parents were perceived as most helpful to the transition by Asian students. Caucasians reported higher academic achievement in middle school than African American students, and African American students perceived their academic achievement as higher than that of Hispanic students. African American students, more than any of the other groups represented, believed that the information given to the middle school by the elementary school was very helpful to their transition. Native American students, and students identifying their race as "Other" felt that the assignment of an older middle school buddy was more helpful to the transition than did Caucasian or Hispanic students. In terms of the relative contribution of the variables to the prediction of ease of transition, the number of transition activities has the greatest influence, followed by level of support from others, perception of connectedness to middle school, and middle school academic performance.
Author: James L. Swanson
Publisher: Scholastic Inc.
ISBN: 0545495806
Category : Young Adult Nonfiction
Languages : en
Pages : 249
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Book Description
NEW YORK TIMES bestselling author James Swanson delivers a riveting account of the chase for Abraham Lincoln's assassin. Based on rare archival material, obscure trial manuscripts, and interviews with relatives of the conspirators and the manhunters, CHASING LINCOLN'S KILLER is a fast-paced thriller about the pursuit and capture of John Wilkes Booth: a wild twelve-day chase through the streets of Washington, D.C., across the swamps of Maryland, and into the forests of Virginia.
Author: Phyllis L. Fagell
Publisher: Hachette UK
ISBN: 0738235091
Category : Family & Relationships
Languages : en
Pages : 288
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Book Description
A counselor and popular Washington Post contributor offers a new take on grades 6-8 as a distinct developmental phase--and the perfect time to set up kids to thrive. Middle school is its own important, distinct territory, and yet it's either written off as an uncomfortable rite of passage or lumped in with other developmental phases. Based on her many years working in schools, professional counselor Phyllis Fagell sees these years instead as a critical stage that parents can't afford to ignore (and though "middle school" includes different grades in various regions, Fagell maintains that the ages make more of a difference than the setting). Though the transition from childhood to adolescence can be tough for kids, this time of rapid physical, intellectual, moral, social, and emotional change is a unique opportunity to proactively build character and confidence. Fagell helps parents use the middle school years as a low-stakes training ground to teach kids the key skills they'll need to thrive now and in the future, including making good friend choices, negotiating conflict, regulating their own emotions, be their own advocates, and more. To answer parents' most common questions and struggles with middle school-aged children, Fagell combines her professional and personal expertise with stories and advice from prominent psychologists, doctors, parents, educators, school professionals, and middle schoolers themselves.
Author: Judith L. Meece
Publisher: Routledge
ISBN: 1135283877
Category : Education
Languages : en
Pages : 534
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Book Description
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
