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首页> 外文期刊>Journal of youth and adolescence >Are Middle Schools Harmful? The Role of Transition Timing, Classroom Quality and School Characteristics
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Are Middle Schools Harmful? The Role of Transition Timing, Classroom Quality and School Characteristics

机译：中学有害吗？过渡时间，课堂质量和学校特色的作用

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摘要

Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n = 855; 52% Female, 82% White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in elementary school, experienced lower classroom quality, which in turn predicted slightly lower achievement. They also had lower school engagement, explained by larger school size. Classroom quality and school characteristics predicted youth functioning regardless of school type. We suggest reshaping the research and policy debate with renewed focus on classroom quality and school size instead of grade organization.
机译：中学是否不适合早期青少年使用，还是学校特征可以解释学生功能上的任何差异？在全国性纵向样本中，比较了5年级和6年级初中生与小学同年级同龄人的成绩，学习投入和感知能力（NICHD幼儿保育和青少年发展研究，n = 855; 52％女，82％白）。课堂质量（观察和教师报告）和学校特征（组成和规模）被认为是对学校水平与学生职能之间任何关系的解释。五年级的中学生和小学的学生没有什么区别，但是六年级升入初中的学生比小学的初中生的课堂质量较低，因此预言的成绩会略低。他们的学校参与度也较低，原因是学校规模较大。课堂质量和学校特征预测了青年人的职能，而与学校类型无关。我们建议重整研究和政策辩论，重新关注课堂质量和学校规模，而不是年级组织。

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