An Examination Of The Impact Of A Middle School Transition Program On Student Academic Motivation
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An Examination Of The Impact Of A Middle School Transition Program On Student Academic Motivation
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Author : Melissa E. H. West
language : en
Publisher:
Release Date : 2018
An Examination Of The Impact Of A Middle School Transition Program On Student Academic Motivation written by Melissa E. H. West and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Middle school students categories.
This case study addressed student academic intrinsic motivation during transition into middle school. The study examined one middle school that conducts a middle school transition program. The study collected data about student intrinsic motivation in reading, math, social studies, and science. The researcher explored procedures learned during the middle school transition program that students and teachers felt most directly impacted student intrinsic motivation. -- This study was an extension of Sealy’s (2012) dissertation about high school transition. The purpose of this study was to extend the generalization of the original study, build on previous research, and add related knowledge to the original study. This study contained both population and context-driven extensions and method and measurement-driven extensions. The research design remained the same as the original study. -- A mixed-methods design was used involving quantitative data from the Children’s Academic Intrinsic Motivation Inventory and examination of a transition graph. Qualitative data were collected from student focus groups, teacher interviews, and an administrator interview. Through analysis of data collected, student intrinsic motivation in core courses and general orientation to learning were examined. -- For the study middle school, students showed the highest levels of intrinsic motivation in social studies partially because of challenging assignments. Math also had high academic intrinsic motivation levels. Reading had the lowest academic intrinsic motivation. Students did not find reading challenging and appeared oversaturated with reading at the elementary school level. One important factor for intrinsic motivation to learn subjects was the teacher. -- When compared to the replicated study, middle school students showed more intrinsic motivation than high school students.
The Middle School Transition In Private Schools
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Author : Eileen Irby Atkinson
language : en
Publisher:
Release Date : 2010
The Middle School Transition In Private Schools written by Eileen Irby Atkinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Middle school students categories.
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.
Helping Students Transition To Middle School
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Author : Gordon Hall
language : en
Publisher:
Release Date : 2019
Helping Students Transition To Middle School written by Gordon Hall and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
Although students causal attributions yield divergent trajectories in achievement and well-being (Blackwell, Trzesniewski, & Dweck, 2007; Yeager & Walton, 2011; Yeager et al., 2014), few attribution intervention studies to date have focused on the transition to middle school, during which time students often experience losses in achievement and sense of social belonging (Eccles, 2004; Kingery, Erdley, & Marshall, 2011). As such, the purpose of the current study was to develop and test the efficacy of an attributional intervention on students attributions, motivation, social belonging, and achievement during the transition to middle school. The sample consisted of 133 fifth and sixth grade students enrolled at two public middle schools. Students were randomly assigned to treatment and control modules, which were modeled on previous attributional interventions. Both modules consisted of information regarding the process of transitioning to middle school. Measures of attribution, academic motivation, social belonging, and academic achievement were collected immediately following implementation and at short- and long-term follow-up. Hierarchical linear regression was used to test if the intervention positively changed students attribution, motivation, social belonging, and academic achievement. Results indicated that the intervention was not successful in shifting attributions or impacting motivation, social belonging, and achievement. There was a significant interaction effect between treatment status and identification with minority status in predicting academic achievement at one time point. In exploring the interaction, there is some evidence to suggest the treatment was successful for a local minority population, which is a group that is a minority within the specific context of the school. Implications for future research are discussed.
What Current Research Says To The Middle Level Practitioner
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Author : Judith L. Irvin
language : en
Publisher: National Middle School Association
Release Date : 1997
What Current Research Says To The Middle Level Practitioner written by Judith L. Irvin and has been published by National Middle School Association this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Middle school students categories.
This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) "Young Adolescent Development" (Eccles and Wigfield); (2) "Enhancing Self-Concept/Self-Esteem in Young Adolescents" (Lipka); (3) "Motivation and Middle School Students" (Anderman and Midgley); (4) "The Effects of Interdisciplinary Teaming on Teachers and Students" (Arhar); (5) "Teaching with Time on Your Side: Developing Long-Term Relationships in Schools" (McLaughlin and Doda); (6)"Middle Level Discipline and Young Adolescents: Making the Connection" (Bennett); (7) "Ability Grouping: Issues of Equity and Effectiveness" (Mills); (8) "Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship" (Rosselli); (9) "Inclusion" (Hines and Johnston); (10) "A Multifaceted Approach to Teaching Limited Proficiency Students" (VanNess and Platt); (11) "Assessment" (Stowell and McDaniel); (12) "Middle Level Competitive Sports Programs" (Swaim and McEwin); (13) "Middle Level Curriculum's Serendipitous History" (Toepfer); (14) "Effects of Integrative Curriculum and Instruction" (Vars); (15) "Curriculum for Whom?" (Brazee); (16) "Curriculum for What? The Search for Curriculum Purposes for Middle Level Students" (Beane); (17) "Current Issues and Research in Middle Level Curriculum: On Conversations, Semantics, and Roots" (Powell and Faircloth); (18) "Middle Level Teacher Preparation and Licensure" (McEwin and Dickinson); (19) "Multicultural Issues in Middle Level Teacher Education" (Hart); (20) "Improving Urban Schools: Developing the Talents of Students Placed at Risk" (Mac Iver and Plank); (21) "Service Learning and Young Adolescent Development: A Good Fit" (Schine); (22) "Home-School Partnerships: A Critical Link" (Brough); (23) "Organizational Trends and Practices in Middle Level Schools" (Valentine and Whitaker); (24) "A Bona Fide Middle School: Programs, Policy, Practice, and Grade Span Configurations" (Hough); (25) "Components of Effective Teams" (Trimble); (26) "Transition into and out of Middle School" (Mizelle and Mullins); (27) "Collaboration and Teacher Empowerment: Implications for School Leaders" (Clark and Clark); (28) "Women in Leadership Roles" (Clark and Clark); (29) "The Middle Level Principalship" (Valentine, Trimble, and Whitaker); and (30) "Setting a Research Agenda" (Hough and Irvin). Each chapter contains references. (HTH)
The Impact On Academic Achievement Of The Elementary To Middle School Transition
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Author : Kara Gober
language : en
Publisher:
Release Date : 2022
The Impact On Academic Achievement Of The Elementary To Middle School Transition written by Kara Gober and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
The transition to middle school can be a difficult time socially, emotionally, physically, and academically. These difficulties often impact students' academic success during this time. Transition programs can help students during this transition by offering a bridge into the next stage of their school life. The central question to this study is: In what ways can student voice improve educational transition programs? As identified in the literature, districts and schools have varying levels of transition programs. Some have robust programs that meet students' needs while others have no programs at all. A exploratory sequential mixed methods design was utilized for this study. A student survey with both open and closed ended questions was used and two teacher interviews were conducted. The qualitative and quantitative data was analyzed and coded to identify themes and compare to previous literature. Results showed that the majority of students had some level of worry regarding the transition to middle school. The worries most frequently identified related to logistical concerns such as: getting lost, understanding the schedule, knowing the classes and who teaches them. The study concluded that transition programs would benefit from included key information regarding logistical needs.
Characteristics Of A Successful Transition Program And Its Academic Impact
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Author : Jacob M. Norby
language : en
Publisher:
Release Date : 2012
Characteristics Of A Successful Transition Program And Its Academic Impact written by Jacob M. Norby and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Student adjustment categories.
"The transition from middle school to high school has been repeatedly identified as the most pivotal point in a student's educational career. This transition period for a 9th grade student has been linked with success or failure in high school and has had great impact on whether a student attains a high school diploma ... The overwhelming number of students dropping out within the public school setting and its relationship to the transition from middle school to high school is the basis for the development of this master's project. The 9th grade can be a very pivotal time for many adolescents and this research provides practical ideas for making that pivotal time successful for freshman students."--leaf 3.
Effects Of Summer School Transition Program And Grade Level On Seventh Eighth And Ninth Grade Students Grades Attendance And Behavior
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Author : Katie Smith
language : en
Publisher:
Release Date : 2012
Effects Of Summer School Transition Program And Grade Level On Seventh Eighth And Ninth Grade Students Grades Attendance And Behavior written by Katie Smith and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Summer schools categories.
This causal-comparative study sought to identify the effects of attending a summer school transition program and students' grade levels (seventh v. eighth v. ninth) on students' grades (based on course failures), attendance (based on students' absences), and behavior (based on number of behavioral office referrals). The students who participated in this study were identified as at-risk during one of three educational transitions: from elementary school to middle school, between seventh and eighth grade in the middle school, and from middle school to high school. As part of their elementary school to middle school, intra-middle school, or middle school to high school transition program, students in the treatment group participated in a three-week summer program with academic classes in math, reading, and science, which their upcoming grade-level teacher taught. The goals of the summer transition program include familiarizing students with new academic structures and teacher expectations as well as previewing curriculum material for the upcoming school year. In order to compare the groups' data, the researcher used the chi-square analysis. While there was no change in students' grades or behavior related to participation in the summer transition program, statistically significant relationships did exist between grade level and attendance for eight and ninth grade students, as well as students who did not attend the summer school transition program. Grade level did not have a significant impact on the change in students' grades or behavior from one year to the next.
Transitions
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Author : Stuart Karabenick
language : en
Publisher: Emerald Group Publishing
Release Date : 2012-11-14
Transitions written by Stuart Karabenick and has been published by Emerald Group Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-11-14 with Education categories.
Focuses on the "Transitions" that take place at major points of potential discontinuity in students' developmental trajectories and across contexts at a given time point. In this title, development literature has examined how children's motivation and achievement are affected by the shift from pre-school to school.
Trajectories Time Windows And Alternative Pathways Of Engagement
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Author :
language : en
Publisher:
Release Date : 2020
Trajectories Time Windows And Alternative Pathways Of Engagement written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Academic achievement categories.
The middle school years are, in many ways, a key window for students' motivational development. Despite the numerous developmental gains that characterize early adolescence, levels of academic motivation tend to decline as students age, and show steeper drops during the transitions to middle school and to high school. Maintaining high levels of motivation during this period may be particularly important for students from marginalized groups who are at risk for even steeper motivational drops--and for whom academic motivation may be an especially critical resource for later success. Because academic motivation seems to stabilize after middle school, students' later success may hinge upon their maintaining (or recovering) sufficiently high levels of motivation by the end of eighth grade to withstand the transition to high school and carry students through their high school years. In order for practitioners to intervene in support of such a goal, they would first need to know the patterns and pathways of motivation that typically do (vs. do not) result in students having high motivation levels at the end of eighth grade, and then know whether there are malleable resources that enable students to successfully traverse these motivational pathways. Using academic engagement as a key marker of motivation, academic achievement as an indicator of academic success, and a set of personal and inter-personal resources identified by self-determination theory, the current study seeks to shed light on these patterns of successful motivational development. Findings from previous longitudinal studies of engagement during middle school offer preliminary information about three kinds of motivational patterns that do (vs. do not) tend to culminate in high levels of engagement in eighth grade. First, findings from studies of normative trajectories of engagement show patterns of declines across middle school such that students do not, on average, end with high levels of engagement. Significant variation in these trajectories, however, suggests that there may be a subset of students who do maintain high levels throughout middle school. Second, findings in several of these studies also showed periods of steeper declines or brief recovery punctuating the otherwise gradual declines in engagement across middle school. These discontinuities could suggest potential key windows of time during which more motivational changes might occur (and at which interventions might be especially impactful). Third, studies of multiple trajectories of engagement have identified sub-groups of students who follow common alternative trajectories of engagement, including those who maintain high levels throughout middle school, those whose trajectories are characterized by even steeper declines, and those who show motivational recovery across middle school. This study used three developmental approaches--examining normative trajectories, time windows, and alternative pathways of student engagement--to identify the pathways by which students do (and do not) reach the end of eighth grade with high levels of engagement and achievement, and to discern the processes by which a set of theoretically-guided personal and interpersonal resources can support those pathways.
The Impact Of An Elementary To Middle School Transition Program On Attendance Achievement And Behaviors Of Students With Special Needs
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Author :
language : en
Publisher:
Release Date : 2005
The Impact Of An Elementary To Middle School Transition Program On Attendance Achievement And Behaviors Of Students With Special Needs written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Children with disabilities categories.