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Author: Sharon Patrice Williams-Griffin Publisher: ISBN: Category : Languages : en Pages :
Book Description
Federal and state mandates to improve student achievement for all students necessitate change in the way schools operate and are run. The role of the principal has changed and requires different skills to succeed in the 21st century. However, there are few studes that focues on revealing the perspective of a principal who applied a change theory in a school setting and positively transformed a low performing school into a high performing school. The purpose of this qualitative autoethnography was to study a principal's leadership in a middle school culture as the principal attempted to transform the school from 2005-2008.The leadership framework for the study was the Four Dimensions of Principal Leadership (Green, 2010) and the pratices, processes, and procedures embedded within the dimensions used to transform the low performing school into a high performing school. A document/artifact analysis was conducted to reveal leadership practices, processes, and procedures the principal used over time. The results of the document analysis indictaed the principal utilized knowledge of the Four Dimensions of Principal Leadership and identiied nineteen major themes that suround the four dimensions and eight practices that include leadership of the principal, collaboration of the faculty and staff, having high expectations for all students, structuring the school ina nurturing manner, using data to make instructional decisions, aligning the curriculum and using appropriate student interventions, implementing a focused professional development plan for all personnel, and engaging the parent and the community in the teaching and learning process. Analysis of data sources indicated that Red Middle School was transformed because the principal changed waht was taught, how it was taught, and what was expected of students.The culture of the school evolved through a process of implementing the Nurturing Schools Inventory (Green, 2010) which included building relationships with the students, community, staff, and the district. The implications of this study can assist aspiring principals in understanding the complex nature of implementing an effective change model to transform a school in the 21st century. .
Author: Sharon Patrice Williams-Griffin Publisher: ISBN: Category : Languages : en Pages :
Book Description
Federal and state mandates to improve student achievement for all students necessitate change in the way schools operate and are run. The role of the principal has changed and requires different skills to succeed in the 21st century. However, there are few studes that focues on revealing the perspective of a principal who applied a change theory in a school setting and positively transformed a low performing school into a high performing school. The purpose of this qualitative autoethnography was to study a principal's leadership in a middle school culture as the principal attempted to transform the school from 2005-2008.The leadership framework for the study was the Four Dimensions of Principal Leadership (Green, 2010) and the pratices, processes, and procedures embedded within the dimensions used to transform the low performing school into a high performing school. A document/artifact analysis was conducted to reveal leadership practices, processes, and procedures the principal used over time. The results of the document analysis indictaed the principal utilized knowledge of the Four Dimensions of Principal Leadership and identiied nineteen major themes that suround the four dimensions and eight practices that include leadership of the principal, collaboration of the faculty and staff, having high expectations for all students, structuring the school ina nurturing manner, using data to make instructional decisions, aligning the curriculum and using appropriate student interventions, implementing a focused professional development plan for all personnel, and engaging the parent and the community in the teaching and learning process. Analysis of data sources indicated that Red Middle School was transformed because the principal changed waht was taught, how it was taught, and what was expected of students.The culture of the school evolved through a process of implementing the Nurturing Schools Inventory (Green, 2010) which included building relationships with the students, community, staff, and the district. The implications of this study can assist aspiring principals in understanding the complex nature of implementing an effective change model to transform a school in the 21st century. .
Author: Kristen Campbell Wilcox Publisher: Teachers College Press ISBN: 9780807750056 Category : Education Languages : en Pages : 0
Book Description
Why is it that many students’ performance tends to drop in the middle school years, and what can we do about it? This book tells the stories of educators who embody best practices in their day-to-day activities—practices that consistently lead to higher student academic achievement. The authors share what they have learned about how some middle schools consistently foster better academic performance than other similar schools. These schools have learned to successfully adapt to the climate of accountability while practicing the essentials of effective middle-level education. Best Practices from High-Performing Middle Schools is essential reading for everyone who cares about adolescents and wants to ensure their success in later schooling and in life. Teachers and administrators will find research-based practices that they can adapt to their own unique contexts. Parents, policymakers, and community members will better understand how they can contribute to the improvement of their middle schools. Book Features: Identifies 5 key elements or “best practices” that were present in high-performing middle schools. Includes a self-assessment tool for each best practice to help educators identify where their school’s or district’s efforts fall along these five key elements. Presents key research that speaks to communities striving to serve large numbers of children from low-income families.
Author: Keith M. McGee (Sr.) Publisher: ISBN: Category : Arkansas Languages : en Pages : 190
Book Description
The purpose of this study was to investigate school transition from elementary to middle school from the perceptions of economically disadvantaged students. Through the investigation, a determination was made on whether there is a difference in the level of connectedness among economically disadvantaged students between the low performing and higher performing schools. The study was a quantitative research design. The target population of the study was economically disadvantaged students in four middle schools in an urban school district located in the central region of the state. All of the four middle schools contained sixth through eighth-grade configurations and were designated as Title I schools at the time of the study. The target population consisted of 682 sixth grade students enrolled in the participating four middle schools during fall 2016. Survey data were obtained from 331 students or 49% of the student population. The school district administered the survey online, with students in the designated grades completing the survey in class on school-owned computers. The response rate of 49% was based on the total sixth-grade population of these four schools and the number of completed surveys. The Student Transition Questionnaire used to collect data on the perceptions of middle school students about transitioning from elementary to middle school, was developed by Akos (2002). This study found that there was no significant difference in the level of connectedness between economically disadvantaged students at low-performing and higher performing schools. The researcher does note that the items that fostered connectedness differed for this population at the lower performing and higher performing schools.
Author: Thomas S. Dickinson Publisher: Routledge ISBN: 1136054782 Category : Education Languages : en Pages : 374
Book Description
Many contemporary American middle schools are stuck in a state of "arrested development," failing to implement the original concept of middle schools to a varying, though equally corruptive degrees. The individual chapters of the book outline in detail how to counter this dangerous trend, offering guidance to those who seek immediate, significant, internal reforms before we lose the unique value of middle schools for our nation's adolescents.
Author: Emeka Nzeocha Publisher: Xlibris Corporation ISBN: 1479712698 Category : Education Languages : en Pages : 162
Book Description
Behavior. Personality. Adolescence. Academic performance. These are some of the buzz phrases prevalent in middle school settings as educators wrestle with how to understand, manage, lead, and work with our middle school students and help shape them into responsible young adults. Character education (and many terms like it) is a concept that has been around for many years on every level of the educational process. In the middle school setting, there is an urgent need for character education, regardless of what form it takes. Sadly, some schools and/or the administration abandon this process in the vigorous pursuit of higher test scores. This book condenses my empirical research into character education with a focus on the inner city middle school setting. I examined how school stakeholders viewed this topic, what they know about it, why they support or disapprove of character education, and possible steps schools could take to implement their own initiatives successfully, both in the middle school setting and others as well.
Author: Cheri Pierson Yecke Publisher: Rowman & Littlefield ISBN: 1578862272 Category : Education Languages : en Pages : 296
Book Description
Here, veteran teacher Cheri Pierson Yecke details the chronological history of the middle school movement in the U. S. by tracing its evolution from academically-oriented junior high schools to the dissolution of academics in the middle schools of the late 1980s and beyond. In this book, evidence is presented to show how leaders of this movement designed to use the middle school as a vehicle to promote non-academic goals, contrary to the desires of parents and the community. Favored instructional practices--such as the elimination of ability grouping and the rise in cooperative learning and peer tutoring--have produced coerced egalitarianism, where education performance is equalized by bringing the achievement of gifted and high ability students down to the level of mediocrity. The War against Excellence examines the impact of: -The reduction of academic expectations -Widespread elimination of ability grouping Features include: -Examples of how favored middle school instructional practices have been implemented in other countries, and -An analysis on the implications of these changes for the future of our country The influence of these changes has seriously crippled our middle schools in their obligation to provide a solid academic foundation for all students. Yecke provides research-based information that will appeal to parents and educators who want to confront problems with specific instructional practices and improve public education.
Author: Catherine Cobb Morocco Publisher: Teachers College Press ISBN: 9780807746639 Category : Education Languages : en Pages : 208
Book Description
Take an up-close look at inclusive urban schools that work. This important new book addresses head-on the critical national concern of educating an ever-more diverse student population. Visionary Middle Schools describes how three schools developed unique local solutions that were responsive to their particular students, to their cultures, and to their district and state mandates. Each school is organized around a different school-wide instructional practice, a "signature practice" that reflects that school's particular beliefs about learning. Despite obstacles such as poverty, low English-language proficiency, and new immigrant status, each of these schools is the strongest performing in their respective districts and presents approaches and lessons of relevance to urban schools across the country.
Author: Una Martin Publisher: ISBN: Category : Languages : en Pages : 160
Book Description
For decades, academic underperformance within numerous school districts has largely focused on low socio-economic, minority, and inner-city students while ignoring the burgeoning problem among some students in high performing affluent middle schools. This qualitative study sought to investigate the factors that contribute to academic underperformance as well as the strategies to address underperformance among middle school students from affluence. Four middle schools from two school districts in southeastern Pennsylvania took part in this research. Sixty-four content area teachers and eight counselors completed 20 Likert-scale survey statements and five open-ended questions. Five teachers and three counselors further participated in individual interviews. The findings revealed that the lack of teacher-student relationships, teacher-parent expectations, student stress, anxiety, depression, and race, as well as the factor of perfectionism associated with the culture of affluence, were key contributors to underperformance. Accordingly, the data showed that strategies and interventions including mentoring and advisory programs that foster students' confidence in the educational process, were deemed effective. This research extends the literature about the academic underperformance among young people on the higher end of the socioeconomic continuum.
Author: Jaana Juvonen Publisher: Rand Corporation ISBN: 0833036157 Category : Education Languages : en Pages : 181
Book Description
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author: Blake Nemelka Publisher: Simon and Schuster ISBN: 1481471619 Category : Juvenile Nonfiction Languages : en Pages : 160
Book Description
It’s never too early to start achieving your goals! Get started on the road to success with this unique guide to middle school and beyond—brought to you by FranklinCovey, the company behind the 7 Habits series and The Leader in Me. Middle school is full of changes—maybe it’s a new, bigger school, maybe it’s friendships starting to get more complicated, or maybe it’s a combination of a lot of things. But these changes don’t have to be bad, in fact they could be the best thing for us—because when things start to change we have the opportunity to grow. That’s why even though middle schoolers have a ton of other things going on, middle school is the perfect time for them to start altering their habits and goals for their future success. Sure it might sound a little scary, but with a little help it can also be exciting! Framed as twelve conversations to start having, rather than checklists or rules, this unique guide helps students start thinking about what they want their futures to look like and readying themselves to achieve those goals. In The Middle School Student’s Guide to Academic Success, portions of which were previously published as Beat the Middle, authors Blake and Bo Nemelka offer tried and true advice, opportunities for reflection and action that middle schoolers can tailor to their individual goals and interests, and ways for parents and guardians to help them along the way. Beginning with topics students can get started on now—like setting goals, improving your GPA, working on time management skills, and balancing extracurricular activities—and moving forward to future subjects including college applications, scholarships, and money management—this book is the ultimate guide to helping readers become not only successful middle schoolers, but successful people.
Author: Sharon Patrice Williams-Griffin
Author: Sharon Patrice Williams-Griffin
Author: Kristen Campbell Wilcox
Author: Keith M. McGee (Sr.)
Author: Thomas S. Dickinson
Author: Emeka Nzeocha
Author: Cheri Pierson Yecke
Author: Catherine Cobb Morocco
Author: Una Martin
Author: Jaana Juvonen
Author: Blake Nemelka