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Supporting Student Transition from E...

Carmichael, Rusty.

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Supporting Student Transition from Elementary to Middle School: A Multiple-Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Supporting Student Transition from Elementary to Middle School: A Multiple-Case Study./
作者:	Carmichael, Rusty.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	108 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10282074
ISBN:	9781369850550

Supporting Student Transition from Elementary to Middle School: A Multiple-Case Study.
Carmichael, Rusty.

Supporting Student Transition from Elementary to Middle School: A Multiple-Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 108 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Many students leave elementary school with knowledge and skills necessary for success in a self-contained classroom, yet lack the knowledge, skills, and preparation required for success in the departmentalized middle school classroom. Upon entering the departmentalized classroom structure of middle school students will almost universally experience a drop in their grade point averages (GPA), experience increased stress and an increase in disciplinary issues, and face social issues that may have effects lasting into adulthood. The local problem addressed in this study was how best to prepare and support students before and after the transition from a single teacher, self-contained classroom structure to the multiple teacher, departmentalized structure of middle school. The purpose of this qualitative, multiple case study was to investigate appropriate strategies and methods to solve a local problem of how to prepare and support students during the transition from a self-contained elementary classroom to a departmentalized middle school organizational structure. Three fifth grade and seven sixth grade teachers participated in the study. Study results indicated that 5th grade teachers were not formally trained on methods or procedures to prepare students for the transition from self-contained classes to departmentalized classes. Sixth grade teacher participants stated that students experienced a negative effect in assignment completion, GPA, confidence, and behavior after the transition from a self-contained class to departmentalized classes. Further research should investigate students, teachers, and principals' perspectives of students' transition from 5th grade compartmentalized settings to 6th grade departmentalized classes from a larger sample size.

ISBN: 9781369850550Subjects--Topical Terms:

529436
Educational leadership.

Supporting Student Transition from Elementary to Middle School: A Multiple-Case Study.
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