subject:(Education Middle School)

1. Lee, UnSun Grace. The Effectiveness of the YEA Tobacco Prevention Program with a Media Literacy Component for Middle School Age Students in Regards to Tobacco Use.

Degree: 2012, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3524024

► This is a study focusing on a tobacco prevention program with a media literacy component that was administered in middle schools across the state… (more)

▼ This is a study focusing on a tobacco prevention program with a media literacy component that was administered in middle schools across the state of Missouri. In this study, the effectiveness of the Youth Empowerment in Action – Tobacco Education Advocacy and Media Program (YEA! TEAM) was investigated to determine if the inclusion of a media literacy component in an anti-tobacco prevention program made an impact on youth and their overall attitudes towards smoking. In this program, youth were taught how to dissect persuasive media techniques to make informed decisions. The research question for this study was, Can the media literacy component in the anti-tobacco prevention program have an effect than those without on preventing tobacco use? In order to answer this question, the researcher investigated the relationship between prevention programs with a media literacy component and prevention of tobacco use among adolescents. The YEA! TEAM program curriculum consisted of five major components which included professional development for teachers administering the program, detailed lesson plans aligned with state standards, student media production, Project Citizen, and parental involvement. Participation in the program was voluntary and students in Grades 6, 7, and 8 received program instruction during school or after school. All students who participated in the program took a pre-test before the program and a post-test after the program which was used to measure change in general media literacy (GML), smoking media literacy (SML), and attitudes towards smoking (ATS). The data gathered from pre- and post-tests indicated that the YEA! TEAM programming significantly impacted their attitudes toward smoking. Three standardized scales, GML, SML, and ATS were compared by using t-tests to measure change. The final results were encouraging and indicated significance in both GML, SML, and in ATS. The results of the YEA! TEAM program found that a prevention program with a media literacy component has a significant impact on youth. Though the results of the YEA! TEAM program were encouraging, future prevention programs will benefit from further research for a sustained period of time to effectively assess if the program is successful in all middle school age youth.

Subjects/Keywords: Education; Middle School

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APA (6^th Edition):

Lee, U. G. (2012). The Effectiveness of the YEA Tobacco Prevention Program with a Media Literacy Component for Middle School Age Students in Regards to Tobacco Use. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3524024

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, UnSun Grace. “The Effectiveness of the YEA Tobacco Prevention Program with a Media Literacy Component for Middle School Age Students in Regards to Tobacco Use.” 2012. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3524024.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, UnSun Grace. “The Effectiveness of the YEA Tobacco Prevention Program with a Media Literacy Component for Middle School Age Students in Regards to Tobacco Use.” 2012. Web. 13 Apr 2021.

Vancouver:

Lee UG. The Effectiveness of the YEA Tobacco Prevention Program with a Media Literacy Component for Middle School Age Students in Regards to Tobacco Use. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524024.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee UG. The Effectiveness of the YEA Tobacco Prevention Program with a Media Literacy Component for Middle School Age Students in Regards to Tobacco Use. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524024

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Rheingold, Alison Ann. Stories worth telling: How one school navigates tensions between innovation and standards.

Degree: PhD, 2011, University of New Hampshire

URL: https://scholars.unh.edu/dissertation/632

► This dissertation examines the cultural practice of assessment at King Middle School, a grades 6 – 8 school in Portland, Maine. I trace this school's… (more)

▼ This dissertation examines the cultural practice of assessment at King Middle School, a grades 6 – 8 school in Portland, Maine. I trace this school's reform efforts over 23 years, within the current development of school-wide practices over time, in relation to making work public. I used a sociocultural framework, which allowed for an examination of the situation-as-a-whole, to see learning as distributed among people, time and objects, and to view artifacts of student work as boundary objects – sites of negotiation among people from different, but related, social worlds. A sociocultural perspective also allowed for an expansive notion of assessment that included not just individual classroom strategies or school-wide practices, but also the system of assessment across communities. I adopted a grounded theory approach to data collection and analysis. My research yielded a mid-level theory about how sharing work with audiences – and the resulting recognition – shapes students, teachers, institutions and communities. Accordingly, this theory also describes a dialectic process – how institutions, communities, teachers and students shape the cultural practice of assessment. In line with a sociocultural perspective, I also found that recognition was not simply something produced through student work, but was an inherent feature of the activity. In conclusion, I share implications on three levels: conceptual, methodological and practical. Conceptually, I offer a developmental understanding of recognition in which recognition can be seen as a rich site of acknowledgement for contributions to, and membership in, communities. My practical findings include recommendations for policy, schools and classrooms such as: (1) Allowing multiple types of evidence to 'count' as measures of academic achievement; (2) intentionally perforating the traditional boundaries of school; (3) creating opportunities for students to engage in reciprocal caring; and (4) seeing assessment as integral to, rather than separate from, learning. Advisors/Committee Members: Michael Middleton.

Subjects/Keywords: Education; Middle School

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APA (6^th Edition):

Rheingold, A. A. (2011). Stories worth telling: How one school navigates tensions between innovation and standards. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/632

Chicago Manual of Style (16^th Edition):

Rheingold, Alison Ann. “Stories worth telling: How one school navigates tensions between innovation and standards.” 2011. Doctoral Dissertation, University of New Hampshire. Accessed April 13, 2021. https://scholars.unh.edu/dissertation/632.

MLA Handbook (7^th Edition):

Rheingold, Alison Ann. “Stories worth telling: How one school navigates tensions between innovation and standards.” 2011. Web. 13 Apr 2021.

Vancouver:

Rheingold AA. Stories worth telling: How one school navigates tensions between innovation and standards. [Internet] [Doctoral dissertation]. University of New Hampshire; 2011. [cited 2021 Apr 13]. Available from: https://scholars.unh.edu/dissertation/632.

Council of Science Editors:

Rheingold AA. Stories worth telling: How one school navigates tensions between innovation and standards. [Doctoral Dissertation]. University of New Hampshire; 2011. Available from: https://scholars.unh.edu/dissertation/632

3. Gross, Jennifer. A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10125127

► While many educators viewed transition as a one-time event, it often proved to be more of a process than simply an occasion (Cohen &… (more)

▼ While many educators viewed transition as a one-time event, it often proved to be more of a process than simply an occasion (Cohen & Smerdon, 2009). The researcher observed through the role as a school counselor that students with high anxiety tended to exhibit low resilience during times of transition. In order to assist students as they moved from eighth to ninth grade, the school of study implemented the Overcoming Obstacles Life Skills Program (OOLSP) using student mentors. This study explored student perception of anxiety and resilience in relation to participating in this program. The researcher utilized the Connor-Davidson Resilience Scale (CD-RISC) and Spence Children’s Anxiety Scale (SCAS) as pre- and post-tests, and conducted a z-test for difference in means analysis. Attendance rates were studied, due to the high correlation found in research between attendance and achievement, using a Pearson Product Moment Correlation analysis. Perception questionnaires were completed in December and May by 287 freshmen, 45 mentor students, 16 teachers, and 315 parents. Interviews were conducted with 10 freshmen, nine student mentors, and six teachers. Results from the surveys and perception questionnaires proved inconsistent. The SCAS scores indicated a significant change in student anxiety levels, especially on the generalized anxiety disorder, obsessive-compulsive disorder, and panic disorder subscales. Interestingly, students’ perceived anxiety decreased based on questionnaire responses. Results from the CD-RISC suggested students’ resilience did not change, while responses from the questionnaire showed a significant increase in students’ perceived resilience. Attendance rates had a moderately strong relationship, indicating a correlation between eighth and ninth grade attendance. Perceptions from freshmen, student mentors, teachers, and parents suggested that the relationships formed during the program implementation had more influence than the program itself. Based on the inconsistent results, the researcher recommended discontinuing the use of the OOLSP, as it was implemented in this study. The researcher recommended maintaining the mentoring program and improving upon pre-existing structures. Future researchers were encouraged to conduct further exploration on the OOLSP using more traditional implementations, as well as investigating student-perceived anxiety and resilience in comparison to documented experiences of anxiety and resilience.

Subjects/Keywords: Middle school education; School counseling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gross, J. (2016). A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10125127

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gross, Jennifer. “A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District.” 2016. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10125127.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gross, Jennifer. “A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District.” 2016. Web. 13 Apr 2021.

Vancouver:

Gross J. A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10125127.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gross J. A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10125127

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The University of Alabama

4. Floyd, Howard Kelly. The effects of a self-monitoring practice in a middle school setting.

Degree: 2016, The University of Alabama

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10127902

► The purpose of this study is to determine the effectiveness of a self-monitoring practice in a middle school setting. A total of three participants… (more)

Subjects/Keywords: Middle school education; Special education

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APA (6^th Edition):

Floyd, H. K. (2016). The effects of a self-monitoring practice in a middle school setting. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10127902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Floyd, Howard Kelly. “The effects of a self-monitoring practice in a middle school setting.” 2016. Thesis, The University of Alabama. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10127902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Floyd, Howard Kelly. “The effects of a self-monitoring practice in a middle school setting.” 2016. Web. 13 Apr 2021.

Vancouver:

Floyd HK. The effects of a self-monitoring practice in a middle school setting. [Internet] [Thesis]. The University of Alabama; 2016. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10127902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Floyd HK. The effects of a self-monitoring practice in a middle school setting. [Thesis]. The University of Alabama; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10127902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Florida

5. Verdi, Kristy C. What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography.

Degree: 2017, University of South Florida

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264061

► This autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective… (more)

Subjects/Keywords: Middle school education; Teacher education

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APA (6^th Edition):

Verdi, K. C. (2017). What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264061

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Verdi, Kristy C. “What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography.” 2017. Thesis, University of South Florida. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10264061.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Verdi, Kristy C. “What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography.” 2017. Web. 13 Apr 2021.

Vancouver:

Verdi KC. What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography. [Internet] [Thesis]. University of South Florida; 2017. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264061.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Verdi KC. What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography. [Thesis]. University of South Florida; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264061

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cincinnati

6. Ploehs, John Ralph. The literacy benefits of middle school tutors who tutor emergent readers.

Degree: 2010, University of Cincinnati

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1478569

► A qualitative case study was completed over approximately a five week period from April 20 to May 25, 2007. The goal of the study… (more)

Subjects/Keywords: Education, Middle School; Education, Reading

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APA (6^th Edition):

Ploehs, J. R. (2010). The literacy benefits of middle school tutors who tutor emergent readers. (Thesis). University of Cincinnati. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1478569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ploehs, John Ralph. “The literacy benefits of middle school tutors who tutor emergent readers.” 2010. Thesis, University of Cincinnati. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1478569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ploehs, John Ralph. “The literacy benefits of middle school tutors who tutor emergent readers.” 2010. Web. 13 Apr 2021.

Vancouver:

Ploehs JR. The literacy benefits of middle school tutors who tutor emergent readers. [Internet] [Thesis]. University of Cincinnati; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1478569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ploehs JR. The literacy benefits of middle school tutors who tutor emergent readers. [Thesis]. University of Cincinnati; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1478569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Mock, Suzanne Colburn. Improving 6th grade earth science instruction| Curriculum design, implementation, and assessment.

Degree: 2012, State University of New York at Buffalo

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1506584

► A six-investigation instructional unit, "Our Dynamic Earth: Have Those Mountains Always Been There?," compiled, planned and modified by the author, was implemented during… (more)

Subjects/Keywords: Education, Middle School; Education, Sciences

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APA (6^th Edition):

Mock, S. C. (2012). Improving 6th grade earth science instruction| Curriculum design, implementation, and assessment. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1506584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mock, Suzanne Colburn. “Improving 6th grade earth science instruction| Curriculum design, implementation, and assessment.” 2012. Thesis, State University of New York at Buffalo. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1506584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mock, Suzanne Colburn. “Improving 6th grade earth science instruction| Curriculum design, implementation, and assessment.” 2012. Web. 13 Apr 2021.

Vancouver:

Mock SC. Improving 6th grade earth science instruction| Curriculum design, implementation, and assessment. [Internet] [Thesis]. State University of New York at Buffalo; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1506584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mock SC. Improving 6th grade earth science instruction| Curriculum design, implementation, and assessment. [Thesis]. State University of New York at Buffalo; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1506584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Donnelly, Caitlin. Motivation and learning strategies and their relationship to academic achievement in middle school students.

Degree: 2013, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1522218

► The purpose of this study was to determine whether there was a relationship between students' self assessments of the learning strategies they use and… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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APA (6^th Edition):

Donnelly, C. (2013). Motivation and learning strategies and their relationship to academic achievement in middle school students. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1522218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Donnelly, Caitlin. “Motivation and learning strategies and their relationship to academic achievement in middle school students.” 2013. Thesis, California State University, Long Beach. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1522218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Donnelly, Caitlin. “Motivation and learning strategies and their relationship to academic achievement in middle school students.” 2013. Web. 13 Apr 2021.

Vancouver:

Donnelly C. Motivation and learning strategies and their relationship to academic achievement in middle school students. [Internet] [Thesis]. California State University, Long Beach; 2013. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1522218.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Donnelly C. Motivation and learning strategies and their relationship to academic achievement in middle school students. [Thesis]. California State University, Long Beach; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1522218

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Hawkins, Ruth Carol. The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities.

Degree: 2011, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3444883

► According to IDEA and NCLB requirements, students with disabilities are held to the same standards established for nondisabled students. The purpose of this quantitative… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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APA (6^th Edition):

Hawkins, R. C. (2011). The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3444883

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hawkins, Ruth Carol. “The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities.” 2011. Thesis, Walden University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3444883.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hawkins, Ruth Carol. “The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities.” 2011. Web. 13 Apr 2021.

Vancouver:

Hawkins RC. The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities. [Internet] [Thesis]. Walden University; 2011. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444883.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hawkins RC. The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444883

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Smith, Jamie Alexander. The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3450240

► The development of quality educational programs, designed to meet the needs of all students, is a pivotal responsibility of educators and yet a considerable… (more)

▼ The development of quality educational programs, designed to meet the needs of all students, is a pivotal responsibility of educators and yet a considerable challenge due to the diverse needs in each school. Many consider the Response to Intervention (RtI) model to be one initiative with the greatest potential to improve education for all students (Tilly, 2006). RtI is a process that screens students for concerns, uses scientifically based strategies to teach, intervenes to address identified learning needs, assesses and charts progress, and ultimately adjusts the educational support to meet the varied needs of all learners (Dickman, 2006). A vast majority of RtI research has focused on elementary models; however, there is a need for research regarding RtI at the secondary level. It is likely that students benefiting from RtI at the elementary level may require similar supports in middle and high school. This mixed method study was designed to consider the appropriateness of implementing progress monitoring, a component of an RtI model, in a middle school setting. The study measured the reading growth of sixth grade students following the implementation of a systematic progress monitoring program and examined teachers' perceptions regarding the impact of this program on student achievement, instructional decision-making, and the classroom learning environment. Sixth grade student reading scores were compared prior to and following the implementation of the progress monitoring program. Additionally, data from classroom observations, teacher responses to reflection questions, and teacher interview responses were analyzed to measure the perception of teachers regarding the effectiveness of implementing class-wide progress monitoring. The results indicated that student achievement was positively impacted by the systematic progress monitoring program without interruption to the learning process. The qualitative data from teachers provided insight and recommendations to further aid in the development of an appropriate middle school RtI model. The quantitative data provided evidence to support the benefit of allocating additional time and energy to the development of a model that supports continued screening, monitoring, and intervening to support the learning needs of students across the educational continuum.

Subjects/Keywords: Education, Middle School; Education, Reading

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APA (6^th Edition):

Smith, J. A. (2011). The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450240

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Jamie Alexander. “The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions.” 2011. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3450240.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Jamie Alexander. “The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions.” 2011. Web. 13 Apr 2021.

Vancouver:

Smith JA. The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450240.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith JA. The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450240

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Alwardt, Randi Kay. Investigating the transition process when moving from a spiral curriculum alignment into a field-focus science curriculum alignment in middle school.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3450281

► This investigation examined the transition from a spiral science curriculum to a field-focus science curriculum in middle school. A spiral science curriculum focuses on… (more)

Subjects/Keywords: Education, Middle School; Education, Sciences

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APA (6^th Edition):

Alwardt, R. K. (2011). Investigating the transition process when moving from a spiral curriculum alignment into a field-focus science curriculum alignment in middle school. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alwardt, Randi Kay. “Investigating the transition process when moving from a spiral curriculum alignment into a field-focus science curriculum alignment in middle school.” 2011. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3450281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alwardt, Randi Kay. “Investigating the transition process when moving from a spiral curriculum alignment into a field-focus science curriculum alignment in middle school.” 2011. Web. 13 Apr 2021.

Vancouver:

Alwardt RK. Investigating the transition process when moving from a spiral curriculum alignment into a field-focus science curriculum alignment in middle school. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450281.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alwardt RK. Investigating the transition process when moving from a spiral curriculum alignment into a field-focus science curriculum alignment in middle school. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450281

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Scalia, Greg A. Perspectives on middle school| A case study on the rise and fall of the middle school model in West Aurora.

Degree: 2011, Northern Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3457806

► The middle school model has been in existence for over thirty years in American education. Despite the numerous challenges at the primary and secondary… (more)

Subjects/Keywords: Education, Middle School; Education, Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Scalia, G. A. (2011). Perspectives on middle school| A case study on the rise and fall of the middle school model in West Aurora. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3457806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Scalia, Greg A. “Perspectives on middle school| A case study on the rise and fall of the middle school model in West Aurora.” 2011. Thesis, Northern Illinois University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3457806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Scalia, Greg A. “Perspectives on middle school| A case study on the rise and fall of the middle school model in West Aurora.” 2011. Web. 13 Apr 2021.

Vancouver:

Scalia GA. Perspectives on middle school| A case study on the rise and fall of the middle school model in West Aurora. [Internet] [Thesis]. Northern Illinois University; 2011. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scalia GA. Perspectives on middle school| A case study on the rise and fall of the middle school model in West Aurora. [Thesis]. Northern Illinois University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Zamperlin, Frank Umberto. The role of servant leadership in middle school culture.

Degree: 2012, Fordham University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3495742

► This study sought to examine the effect of how a middle school principal's skill as a listener influenced a school's culture within the servant… (more)

▼ This study sought to examine the effect of how a middle school principal's skill as a listener influenced a school's culture within the servant leadership model. Three high performing middle schools with similar demographics within three different school districts in northern Westchester County of New York were studied during December 2007 through February 2008 to explore patterns and threads in how the characteristic of listening affects the culture of the school. The researcher studied the nature of communication in the schools to understand how the principal communicated with teachers and staff, and how the teachers and staff communicated with the principals. All three schools were designed to reflect current middle level educational philosophy. The school's principal, four teachers, the principal's secretary, and the head custodian from each school were interviewed using guiding questions through a semi-structured approach, as this was an ethnographic study. Documents that described the school's vision, mission, policies, and procedures were reviewed, and field observations were conducted in each school. The data regarding the principal's skill as a listener and its effect upon the school's culture revealed ten themes consistent across all of the schools studied: team culture, leader awareness, listening with follow-through, collaboration, visibility, a familial environment, decision-making, a focus upon current middle school philosophy, developing trust between leader and followers, and the perception that the leader was a guide rather than an authority in her/his leadership approach. The findings indicated that listening was highly valued and had deep personal meaning to individuals; it gave people a sense of worth and importance. Most of the people interviewed felt that the principal was empathetic when communicating with them, though, there was a minority that felt that they were left out and marginalized. Four of the ten common themes that emerged from the study provided insightful areas of significance that are important in developing servant leadership within principals in a school setting: listening with follow through; trust; teaming; and building a learning community.

Subjects/Keywords: Education, Leadership; Education, Middle School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zamperlin, F. U. (2012). The role of servant leadership in middle school culture. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3495742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zamperlin, Frank Umberto. “The role of servant leadership in middle school culture.” 2012. Thesis, Fordham University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3495742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zamperlin, Frank Umberto. “The role of servant leadership in middle school culture.” 2012. Web. 13 Apr 2021.

Vancouver:

Zamperlin FU. The role of servant leadership in middle school culture. [Internet] [Thesis]. Fordham University; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zamperlin FU. The role of servant leadership in middle school culture. [Thesis]. Fordham University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Mills, Mary K. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.

Degree: 2012, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

► No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth.… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mills, M. K. (2012). Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mills, Mary K. “Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.” 2012. Thesis, Walden University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3499303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mills, Mary K. “Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.” 2012. Web. 13 Apr 2021.

Vancouver:

Mills MK. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. [Internet] [Thesis]. Walden University; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mills MK. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Winning, Rosalie Anne. Exploring the middle school science achievement gap| Influences of curriculum, instruction and students' perceptions.

Degree: 2012, College of Saint Elizabeth

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3503018

► Students' science achievement has been subject to scrutiny and criticism in the United States. The decline in rankings on standardized international assessments has been… (more)

Subjects/Keywords: Education, Middle School; Education, Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Winning, R. A. (2012). Exploring the middle school science achievement gap| Influences of curriculum, instruction and students' perceptions. (Thesis). College of Saint Elizabeth. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3503018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Winning, Rosalie Anne. “Exploring the middle school science achievement gap| Influences of curriculum, instruction and students' perceptions.” 2012. Thesis, College of Saint Elizabeth. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3503018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Winning, Rosalie Anne. “Exploring the middle school science achievement gap| Influences of curriculum, instruction and students' perceptions.” 2012. Web. 13 Apr 2021.

Vancouver:

Winning RA. Exploring the middle school science achievement gap| Influences of curriculum, instruction and students' perceptions. [Internet] [Thesis]. College of Saint Elizabeth; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Winning RA. Exploring the middle school science achievement gap| Influences of curriculum, instruction and students' perceptions. [Thesis]. College of Saint Elizabeth; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Purugulla, Vijay. Impact of the Olweus Bullying Prevention Program on a Middle School Environment.

Degree: 2012, Piedmont College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3508170

► This mixed methods research study sought to find if the implementation of the Olweus Bullying Prevention Program (OBPP) would reduce incidences of bullying in… (more)

Subjects/Keywords: Education, Middle School; Education, Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Purugulla, V. (2012). Impact of the Olweus Bullying Prevention Program on a Middle School Environment. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3508170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Purugulla, Vijay. “Impact of the Olweus Bullying Prevention Program on a Middle School Environment.” 2012. Thesis, Piedmont College. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3508170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Purugulla, Vijay. “Impact of the Olweus Bullying Prevention Program on a Middle School Environment.” 2012. Web. 13 Apr 2021.

Vancouver:

Purugulla V. Impact of the Olweus Bullying Prevention Program on a Middle School Environment. [Internet] [Thesis]. Piedmont College; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Purugulla V. Impact of the Olweus Bullying Prevention Program on a Middle School Environment. [Thesis]. Piedmont College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Mitchell, Ellen P. The effects of art education on self-efficacy in middle school students.

Degree: 2010, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3379872

► Researchers have theorized that student achievement and its contingent effects on self-efficacy are important factors in art education. There is, however, a paucity of… (more)

Subjects/Keywords: Education, Art; Education, Middle School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mitchell, E. P. (2010). The effects of art education on self-efficacy in middle school students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3379872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mitchell, Ellen P. “The effects of art education on self-efficacy in middle school students.” 2010. Thesis, Walden University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3379872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mitchell, Ellen P. “The effects of art education on self-efficacy in middle school students.” 2010. Web. 13 Apr 2021.

Vancouver:

Mitchell EP. The effects of art education on self-efficacy in middle school students. [Internet] [Thesis]. Walden University; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mitchell EP. The effects of art education on self-efficacy in middle school students. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Page, Shawn James. The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program.

Degree: 2010, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3390651

► In 1950 the Missouri Board of education designed accreditation standards for Missouri schools. In 1990 the Missouri School Improvement Program (MSIP) experienced a major… (more)

Subjects/Keywords: Education, Middle School; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Page, S. J. (2010). The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3390651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Page, Shawn James. “The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program.” 2010. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3390651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Page, Shawn James. “The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program.” 2010. Web. 13 Apr 2021.

Vancouver:

Page SJ. The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Page SJ. The impact of departmentalization on sixth grade achievement on the Missouri Assessment Program. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Hawn, Stephen M. The effect of middle school athletic participation on California common assessment tests.

Degree: 2012, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3525766

► The purpose of this study is to examine the correlation between participation in middle school athletics and academic achievement and how this relationship may… (more)

Subjects/Keywords: Education, Middle School; Education, Physical

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hawn, S. M. (2012). The effect of middle school athletic participation on California common assessment tests. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3525766

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hawn, Stephen M. “The effect of middle school athletic participation on California common assessment tests.” 2012. Thesis, Pepperdine University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3525766.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hawn, Stephen M. “The effect of middle school athletic participation on California common assessment tests.” 2012. Web. 13 Apr 2021.

Vancouver:

Hawn SM. The effect of middle school athletic participation on California common assessment tests. [Internet] [Thesis]. Pepperdine University; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3525766.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hawn SM. The effect of middle school athletic participation on California common assessment tests. [Thesis]. Pepperdine University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3525766

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Hampton, Angela Joy. Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school.

Degree: 2012, The University of Texas at Austin

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3530289

► This dissertation examines the life stories of Marsha Ethridge (all names are pseudonyms), a teacher who has taught for 46 years in one urban… (more)

▼ This dissertation examines the life stories of Marsha Ethridge (all names are pseudonyms), a teacher who has taught for 46 years in one urban elementary school. The stories Marsha tells about her life are used as lenses to consider the following: (1) What influences most shaped Marsha’s practices and stories to live by as a teacher? (2) What has it been like for Marsha teaching reading in an urban elementary school for 46 years? and (3) What is the nature of caring in Marsha’s stories? The study draws on life story and portraiture methods. Data were collected over a period of three years and includes life story interviews, one focus group interview, observations, and artifacts. Through the process of constant comparative method, three themes emerged: literacy and accountability, teacher development and identity, and caring and connecting. The most salient theme was caring and connecting throughout Marsha’s stories, and it served as a unifying thread to pull her stories together. This study found that in Marsha’s first years of teaching there were few forms of accountability. She felt that this was the primary reason many of her sixth graders had made it through school without learning to read. In the following years she used a variety of measures for accountability, including high-stakes accountability, which caused her to experience increasing professional dissonance. The form of accountability she believed improved her teaching practices the most was accountability situated in the context of caring relationships and it led to hope for future success. Marsha experienced this face-to-face accountability in the teacher-initiated group she had been meeting with for 27 years. Research implications from this study include the need to further explore discourse in teacher-initiated groups over time and in different contexts, as well as consider how the relational dynamics and accountability within collaborative teacher groups contribute to teacher growth. Additionally, the analysis of Marsha’s life stories indicate a need for teachers, parents, researchers, and policy makers to lay aside discourse of blaming and shaming to create opportunities for extended conversations about alternatives to high-stakes accountability.

Subjects/Keywords: Education, Middle School; Education, Reading

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hampton, A. J. (2012). Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school. (Thesis). The University of Texas at Austin. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3530289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hampton, Angela Joy. “Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school.” 2012. Thesis, The University of Texas at Austin. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3530289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hampton, Angela Joy. “Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school.” 2012. Web. 13 Apr 2021.

Vancouver:

Hampton AJ. Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school. [Internet] [Thesis]. The University of Texas at Austin; 2012. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hampton AJ. Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school. [Thesis]. The University of Texas at Austin; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Zaegel, Barbara M. An Evaluation of the School-wide Positive Behavior Intervention and Support Check In/Check Out Behavior Education Program.

Degree: 2013, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3548488

► One of the many concerns of parents, teachers, and school administration is the lack of student discipline and its effect on academic achievement. Many… (more)

▼ One of the many concerns of parents, teachers, and school administration is the lack of student discipline and its effect on academic achievement. Many schools have adopted different models of prevention to support positive behaviors and increase academic achievement. For those schools that adopt and implement the School-wide Positive Behavior Intervention and Support Program (SWPBIS), there is a need for secondary and tertiary programs to support those students who do not respond positively to the universal framework. This study, which took place during the 2010-2011 school year, evaluated one secondary intervention, the Check In/Check Out (CICO) behavior education program at a Midwest public middle school. This examination utilized a mixed method case study to understand the issues that arise when implementing SWPBIS CICO, the features that support or hinder the processes, and the benefits of the program to the students, staff and school. Data from student behaviors/office discipline referrals and academic achievement noted by the number of Fs and GPA on student quarter report cards were the basis for voluntary participation. Such an investigation was undertaken to understand students' disruptive behaviors and the connection between these behaviors and academic achievement. This case study provided an illustration of how one middle school used the SWPBIS CICO behavior education program to identify those students at-risk of academic failure, trained coordinators/staff, implemented the intervention, accessed the data, and evaluated its effectiveness. The researcher and team members, comprised of staff and administrators, implemented the program in the school year 2010-2011 to improve behaviors and academics for students at-risk of academic failure. The data and results proved the program was not helpful in its first year of implementation. Findings are discussed in terms of data assessment and results, program efficiency, implications for reform, and usefulness of the CICO program to student behavior and academic achievement.

Subjects/Keywords: Education, Middle School; Education, Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zaegel, B. M. (2013). An Evaluation of the School-wide Positive Behavior Intervention and Support Check In/Check Out Behavior Education Program. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3548488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zaegel, Barbara M. “An Evaluation of the School-wide Positive Behavior Intervention and Support Check In/Check Out Behavior Education Program.” 2013. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3548488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zaegel, Barbara M. “An Evaluation of the School-wide Positive Behavior Intervention and Support Check In/Check Out Behavior Education Program.” 2013. Web. 13 Apr 2021.

Vancouver:

Zaegel BM. An Evaluation of the School-wide Positive Behavior Intervention and Support Check In/Check Out Behavior Education Program. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zaegel BM. An Evaluation of the School-wide Positive Behavior Intervention and Support Check In/Check Out Behavior Education Program. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Burchell, Richard W., II. Co-creating leadership| Relationships among leadership dispositions, conditions, and middle school concept among high- and low-achieving northern Illinois middle schools.

Degree: 2013, Northern Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3552276

► The purpose of the study is to examine the relationships among the levels of the practice of Co-creating Leadership, Dispositions, the Conditions that are… (more)

▼ The purpose of the study is to examine the relationships among the levels of the practice of Co-creating Leadership, Dispositions, the Conditions that are associated with practice of co-creating leadership, the practice of the Middle School Concept, and Student Achievement. The seven dispositions identified by Wasonga and Murphy (2007) are active listening, collaboration, cultural anthropology, humility, patience, resilience, and trust/trustworthiness. The three conditions that predispose co-creating leadership are deep democracy (high levels of engagement), evolving power, and the quality of relations (Wasonga, 2007). The study included staff members from eight northern Illinois middle schools. The schools were selected using a stratified sampling method that included: school size, school type, application of three components of the middle school concept as identified by the National Middle School Association (interdisciplinary teaming, common planning time, and advisory), and accessibility for the researcher. Performance on the 2009 Illinois Student Achievement Test was used to divide the schools into a group of four high performing schools and a group of four low performing schools as reported by the Illinois Interactive Report Card as indicated by the achievement of Adequate Yearly Progress. Staff members in all eight schools were asked to complete a 67 questions quantitative survey. The survey asked staff to consider the existing levels of the co-creating leadership dispositions and conditions, and the presence of the middle school concept as well as the importance of the dispositions, conditions, and middle school concept to Student Achievement. A total of 101 staff members completed the survey. Of the completed surveys, 70 were from the low achieving group and 31 were from the high achieving group. Descriptive statistics, correlation analyses, and bi-variate analysis were utilized to address five research questions. Descriptive statistics indicated that higher performing schools exhibited higher levels of the practice of co-creating leadership dispositions and conditions than did low performing schools. Bi-variate analysis through the utilization of a t-test indicated differences to the p < .05 level of significance between the low performing group (70) and the high performing group (31) in the practice of co-creating leadership dispositions and conditions

Subjects/Keywords: Education, Leadership; Education, Middle School

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APA (6^th Edition):

Burchell, Richard W., I. (2013). Co-creating leadership| Relationships among leadership dispositions, conditions, and middle school concept among high- and low-achieving northern Illinois middle schools. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552276

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Burchell, Richard W., II. “Co-creating leadership| Relationships among leadership dispositions, conditions, and middle school concept among high- and low-achieving northern Illinois middle schools.” 2013. Thesis, Northern Illinois University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3552276.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Burchell, Richard W., II. “Co-creating leadership| Relationships among leadership dispositions, conditions, and middle school concept among high- and low-achieving northern Illinois middle schools.” 2013. Web. 13 Apr 2021.

Vancouver:

Burchell, Richard W. I. Co-creating leadership| Relationships among leadership dispositions, conditions, and middle school concept among high- and low-achieving northern Illinois middle schools. [Internet] [Thesis]. Northern Illinois University; 2013. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552276.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burchell, Richard W. I. Co-creating leadership| Relationships among leadership dispositions, conditions, and middle school concept among high- and low-achieving northern Illinois middle schools. [Thesis]. Northern Illinois University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552276

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Peper, Karen Ann. Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study.

Degree: 2010, University of Phoenix

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3417612

► The purpose of this qualitative phenomenological study was to explore the perceptions and lived experiences of teachers in co-teaching classrooms to better understand the… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Peper, K. A. (2010). Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3417612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Peper, Karen Ann. “Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study.” 2010. Thesis, University of Phoenix. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3417612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Peper, Karen Ann. “Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study.” 2010. Web. 13 Apr 2021.

Vancouver:

Peper KA. Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study. [Internet] [Thesis]. University of Phoenix; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3417612.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peper KA. Teacher perception of co-teaching on student outcomes| A qualitative phenomenological study. [Thesis]. University of Phoenix; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3417612

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Murley, Rebecca Mae. Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes.

Degree: 2010, University of Phoenix

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3424823

► The researcher concluded that teacher training was of ultimate importance for a successful outcome of differentiated instruction in sixth-grade inclusion classes. Students with special… (more)

Subjects/Keywords: Education, Middle School; Education, Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Murley, R. M. (2010). Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3424823

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murley, Rebecca Mae. “Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes.” 2010. Thesis, University of Phoenix. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3424823.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murley, Rebecca Mae. “Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes.” 2010. Web. 13 Apr 2021.

Vancouver:

Murley RM. Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes. [Internet] [Thesis]. University of Phoenix; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3424823.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murley RM. Toward improved inclusion practices| A program evaluation of differentiated instruction in three sixth-grade classes. [Thesis]. University of Phoenix; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3424823

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Dancy, Trenese Nicole. Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement.

Degree: 2010, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427068

► The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill… (more)

▼ The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education is an integral part of the educational process. Tenure status, or the years of experience, is plagued with the idea that it promotes or has an impact on student achievement. In this study the researchers wanted to determine if there was a significant relationship between teacher tenure status (independent variable) and student academic achievement (dependent variable). Pre- and post-ITBS reading and math scores were used as a basis to examine academic achievement. The hypothesis stated that if students receive instruction from a tenured general education teacher, they will have greater academic achievement than students receiving instruction from a non-tenured general education teacher. Scatter plots for each data set were constructed to visually indicate a relationship between the independent and dependent variables. The correlation coefficient was also calculated using the independent and dependent variables, and for some data sets resulted with a negative correlation, meaning there was not a positive correlation, and no further testing was needed. The correlation coefficient test of significance was the last factor in determining if there was a positive correlation between the independent and dependent variables. The result of the analysis concluded that there was a significant correlation between the independent and dependent variables for some of the data sets. This collaborative research project was conducted by Sheryl Wilson, Trenese Dancy, and Rochelle Harris-Clark. Each researcher studied tenured versus non-tenured teachers; however, they each had a different focus group. Sheryl Wilson focused on instructional special education teachers, Trenese Dancy focused on general education teachers, and Rochelle Harris-Clark focused on all teachers.

Subjects/Keywords: Education, Middle School; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dancy, T. N. (2010). Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427068

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dancy, Trenese Nicole. “Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement.” 2010. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3427068.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dancy, Trenese Nicole. “Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement.” 2010. Web. 13 Apr 2021.

Vancouver:

Dancy TN. Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427068.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dancy TN. Urban middle school general education| Tenured versus non-tenured teachers and the impact on academic achievement. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427068

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Harris-Clark, Rochelle. Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement.

Degree: 2010, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427070

► The Iowa Test of Basic Skills (ITBS) is used in the district of Study School No. 1 to give insight on student academic skill… (more)

▼ The Iowa Test of Basic Skills (ITBS) is used in the district of Study School No. 1 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education is an integral part of the educational process. Tenure status, or the years of experience, is plagued with the idea that it promotes or has an impact on student achievement. Although there were a significant number of tenured special education and general education teachers at the study school during the 2005–2006, 2006–2007, and 2007–2008 school years, the school did not make adequate yearly progress (AYP) due to the special education subgroup’s failure to meet state standards. Because the school failed to make AYP for four consecutive years, they have been placed on Academic Watch. Several of these general education teachers had many years of teaching experience; however, there was no evidence of the relationship between tenure status and the academic gains the students displayed on the ITBS assessment. The ITBS is used to assess student academic skills. In this study the researchers wanted to determine if there was a significant relationship between teacher tenure status (independent variable) and student academic achievement (dependent variable). Pre- and post-ITBS reading and math scores were used as a basis to examine academic achievement. The hypothesis stated that if students receive instruction from a tenured teacher, they will have greater academic achievement than students receiving instruction from a non-tenured teacher. General education, instructional special education, and special education resource teachers were included in the study. Scatter Plots for each data set were constructed to visually indicate a relationship between the independent and dependent variables. The correlation coefficient was also calculated using the independent and dependent variables, which, for some data sets, resulted in a negative correlation, meaning there was not a positive correlation, and no further testing was needed. While these two statistical measure may have resulted in a positive correlation between the independent and dependent variables, a correlation coefficient test of significance was run using critical values for PPMC, and an alpha of 0.05 was used to determine if there was a positive correlation between the years of teacher service and the pre- and post-ITBS reading and math scores. The correlation coefficient test of significance was the last factor in determining if there was a positive correlation between the independent and dependent variables, and was only used if the correlation coefficient did not result in a negative figure. The result of the analysis for special education concluded that there was not a significant correlation between the independent and dependent variables; the null hypothesis was accepted, except for the 2005–2006 reading ITBS pre and post scores for a tenured teacher. For this positive correlation, the null hypothesis was rejected.…

Subjects/Keywords: Education, Middle School; Education, Secondary

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harris-Clark, R. (2010). Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harris-Clark, Rochelle. “Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement.” 2010. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3427070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harris-Clark, Rochelle. “Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement.” 2010. Web. 13 Apr 2021.

Vancouver:

Harris-Clark R. Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harris-Clark R. Urban middle school teachers| Tenured versus non-tenured teachers and the impact they have on academic achievement. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Knowles, Nelly P. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.

Degree: 2010, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

► By the time students transition from elementary to middle school, many do not demonstrate mastery of recalling basic math facts. This 8-week quasi-experimental quantitative… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Knowles, N. P. (2010). The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Knowles, Nelly P. “The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.” 2010. Thesis, Walden University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3427303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Knowles, Nelly P. “The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.” 2010. Web. 13 Apr 2021.

Vancouver:

Knowles NP. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. [Internet] [Thesis]. Walden University; 2010. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knowles NP. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Worthington, Cathy L. Handwriting proficiency| A critical foundation for middle-school success.

Degree: 2011, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

► Writing legibly and writing with adequate speed to keep up with classroom demands are necessary tools to allow middle-school students to perform optimally in… (more)

▼ Writing legibly and writing with adequate speed to keep up with classroom demands are necessary tools to allow middle-school students to perform optimally in school. This qualitative-case study investigated four middle-grade students as they worked to improve handwriting difficulties which hampered their academic success. As a result of weak handwriting skills, students may be viewed as lazy, unmotivated, and at risk of receiving low grades. Middle-grade students who lack handwriting proficiency are often not explicitly taught corrective measures to improve. In this study, students' voices stand in the foreground as four middle-school boys share views about their six-weeks of tutorial-session experiences. Before and after-school tutoring sessions were designed to increase participants' handwriting fluency (i.e., handwriting speed), improve writing legibility (i.e., accuracy of letter formation and formatting), and increase formatting awareness. By hearing the voices of students, the researcher was better able to understand how students improved handwriting skills in a small-group tutorial setting. The findings from this study support the idea that middle-grade students can be helped with handwriting legibility, fluency, and formatting – if explicit and scaffold-strategy instruction is provided in a tutorial setting. It is critical middle-school teachers, school leaders, and curriculum designers are adequately informed on how to identify and assist students with impaired handwriting legibility and proficiency. The purpose of this study is twofold: first, to present detailed portraits of four middle-school students as they strive to improve handwriting; and secondly, to bring awareness to middle-school educators, school leaders, and curriculum makers the importance of early identification of students who lack adequate handwriting proficiency and are in need of instructional guidance for improving handwriting legibility, fluency, and formatting of handwritten work.

Subjects/Keywords: Education, Middle School; Education, Elementary

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APA (6^th Edition):

Worthington, C. L. (2011). Handwriting proficiency| A critical foundation for middle-school success. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Worthington, Cathy L. “Handwriting proficiency| A critical foundation for middle-school success.” 2011. Thesis, Capella University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3438872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Worthington, Cathy L. “Handwriting proficiency| A critical foundation for middle-school success.” 2011. Web. 13 Apr 2021.

Vancouver:

Worthington CL. Handwriting proficiency| A critical foundation for middle-school success. [Internet] [Thesis]. Capella University; 2011. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Worthington CL. Handwriting proficiency| A critical foundation for middle-school success. [Thesis]. Capella University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Berman, Daniel. Creating Professional Learning Communities in a Middle School| An Action-Research Project.

Degree: 2011, Nova Southeastern University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3442740

► This applied dissertation was designed to improve the professional collaboration in a middle school. Most teachers in the middle school did not work with… (more)

Subjects/Keywords: Education, Leadership; Education, Middle School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Berman, D. (2011). Creating Professional Learning Communities in a Middle School| An Action-Research Project. (Thesis). Nova Southeastern University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3442740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Berman, Daniel. “Creating Professional Learning Communities in a Middle School| An Action-Research Project.” 2011. Thesis, Nova Southeastern University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3442740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Berman, Daniel. “Creating Professional Learning Communities in a Middle School| An Action-Research Project.” 2011. Web. 13 Apr 2021.

Vancouver:

Berman D. Creating Professional Learning Communities in a Middle School| An Action-Research Project. [Internet] [Thesis]. Nova Southeastern University; 2011. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3442740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berman D. Creating Professional Learning Communities in a Middle School| An Action-Research Project. [Thesis]. Nova Southeastern University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3442740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Shaw, Travis C. Grade Retention and Social Promotion Among Middle School Students.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3453517

► The use of grade retention and social promotion among middle school students in Missouri was analyzed in this study. Quantitative data were gathered from… (more)

Subjects/Keywords: Education, Evaluation; Education, Middle School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shaw, T. C. (2011). Grade Retention and Social Promotion Among Middle School Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3453517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shaw, Travis C. “Grade Retention and Social Promotion Among Middle School Students.” 2011. Thesis, Lindenwood University. Accessed April 13, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3453517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shaw, Travis C. “Grade Retention and Social Promotion Among Middle School Students.” 2011. Web. 13 Apr 2021.

Vancouver:

Shaw TC. Grade Retention and Social Promotion Among Middle School Students. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Apr 13]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shaw TC. Grade Retention and Social Promotion Among Middle School Students. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations