This study examined the perceptions of eighth grade students and eighth and ninth grade teachers regarding academic, procedural, and social transition issues from middle school to high school. The research design was a multi-site, mixed methods case study of two suburban districts with single 6-8th grade middle schools feeding a single high school. Academic issues explored student concern about harder classes, homework, grades, more teachers, preparation for college, and preparation for life. Procedural issues included concerns about the size of the school, getting lost, getting to class on time, school rules, and expectations. Social issues covered included safety, sense of belonging, fitting in, bullying and freedom. The conceptual framework for this study was based on a study of elementary to middle school transition by Akos and Galassi (2004) which grouped transition issues into three components: academic, procedural and social. This study examined how these same issues are related to the transition at a secondary school level.A pre-test/post questionnaire study by Bausch and Becker (2001) compared sixth grade and ninth grade social studies class in a middle-to-lower class suburban community in the Midwest. The study consisted of assessing studentsa#39; studyanbsp;...
|Title||:||Eighth Grade Transition to High School: Teacher and Student Perceptions of Academic, Procedural, and Social Transition Issues|
|Publisher||:||ProQuest - 2009|