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首页> 外文学位 >Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district.
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Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district.

机译：从初中到中学的转变：以一个郊区学区的教师和管理人员的观念为例。

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摘要

The purpose of this study was to analyze through a set of interpretive and pragmatic theoretical lenses the perceptions of the middle school teachers, principals, and administrators of one school district's transition from junior high school to middle school. The junior high school was conceived primarily as a downward extension of secondary education organized by subjects and departments with a grade-level configuration that usually includes ninth grade. The middle school was conceived as a more child-centered institution with responsive practices and a more varied curriculum. Such practices address curriculum, pedagogy, social elements, emotional needs, physical needs, professional development, and interdisciplinary teaming. The theoretical framework of this study was the individual perception to understanding the effectiveness of transitioning from junior high schools to middle schools and generated the overall research question: In one suburban district, how did the teacher's, principal's, and central office administrators' perceptions of the organizational transition from junior high to middle school compare and contrast? A case study was chosen for this research that relied upon surveys, interviews, and document analysis to address the research question. The study showed there were many similarities in the perceptions of teachers, principals, and administrators with the implementation of middle school components. These include appropriate planning times, staff competency on middle school education, a teaching staff skilled in the ability to work with students, and parents receiving regular feedback regarding the student's progress. The results of the study also showed a difference in the perception of teacher involvement; staff moral; staff cooperation and support of each other; and use of the advisory component of the middle school concept.
机译：本研究的目的是通过一组解释性和实用主义的理论视角来分析中学区教师，校长和管理者对一个学区从初中到初中过渡的看法。初中的初衷主要是由科目和部门组织的中等教育的向下扩展，这些科目和部门的年级配置通常包括九年级。初中被认为是一所以儿童为中心的机构，具有快速反应的做法和多样化的课程。这些做法涉及课程，教学法，社会元素，情感需求，身体需求，专业发展和跨学科团队。这项研究的理论框架是个人认知，以理解从初中过渡到中学的有效性，并产生了总体研究问题：在一个郊区中，教师，校长和中央办公室管理员如何看待这一概念。从初中到初中的组织过渡比较和对比？为此研究选择了一个案例研究，该案例研究依赖于调查，访谈和文档分析来解决研究问题。研究表明，教师，校长和行政管理人员的看法与中学部分的实施有很多相似之处。其中包括适当的计划时间，员工对中学教育的能力，具有与学生合作能力的教学人员以及家长会定期收到有关学生进度的反馈。研究结果还显示了教师参与感的差异。员工道德；员工之间的合作与支持；和使用中学概念的咨询部分。

著录项

  • 作者

    Shelkett, Eugene D.;

  • 作者单位

    The University of Oklahoma.;

  • 授予单位 The University of Oklahoma.;
  • 学科 Middle school education.;Pedagogy.;Secondary education.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 187 p.
  • 总页数 187
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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