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You searched for subject:(good middle school). Showing records 1 – 2 of 2 total matches.

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1. Mercer, Lisa Skaggs. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

Education for adolescents in middle-level schools is a topic of great interest for many educators. Reaching a consensus on what constitutes an effective education for middle-level learners has been a challenge. The purpose of this study was to contribute to this discussion. Although the study was designed to report on effective middle schools, the respondents reported their perspectives on good middle schools. The findings of this study about good middle schools may be beneficial to middle-level educators that are interested in improving educational environments and outcomes for the adolescent learner. A cross-case study methodology was used to investigate the perspectives on a good middle school of teachers and administrators in two middle schools in a school system in a southeastern state. Seventeen face-to-face interviews were conducted with a researcher-developed protocol, and document analyses were conducted. Data were analyzed with the constant comparative method. The perspectives of the participants were organized into ten categories of what they believed constitutes a good middle school: culture, personnel, the needs of diverse adolescent learners, organizational structures, transitions, instructional practices, parental involvement, curricular aspects, physical environment, and progress. The teacher and administrator perspectives on a good middle school were analyzed in three ways: (a) a descriptive analysis of the characteristics of a good middle school as viewed by the teachers and administrators of Dorchester Middle School and J. K. Walters Middle School; (b) a comparison of the characteristics of a good middle school as viewed by teachers and administrators of the two schools and the characteristics of a good middle school as identified by the National Association of Secondary School Principals Council on Middle Level Education in 1985, the Association for Middle Level Education in 2010, and the Carnegie Corporations Council on Adolescent Development in 1989; and (c) a comparison of the characteristics of a good middle school identified by the teachers and administrators of Dorchester Middle School and the characteristics of a good middle school identified by the teachers and administrators of J. K. Walters Middle School (pseudonyms). Middle school educators have struggled with the nature of an appropriate education for middle-level learners for decades. When combined with other studies of the perspectives on middle-level schooling of practicing teachers and administrators, those who work with middle-level learners every day, the data in this study may help in efforts to reach a consensus on the elements that should be a part of a good middle school. Advisors/Committee Members: Parks, David J. (committeechair), Arnold, Douglas Eugene (committee member), Gratto, John Robert (committee member), Magliaro, Susan G. (committee member).

Subjects/Keywords: junior high school; intermediate school; middle school; middle-level education; good middle school; grade configurations

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

APA (6th Edition):

Mercer, L. S. (2015). Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64293

Chicago Manual of Style (16th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 22, 2019. http://hdl.handle.net/10919/64293.

MLA Handbook (7th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Web. 22 Apr 2019.

Vancouver:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10919/64293.

Council of Science Editors:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64293


Kent State University

2. Whitman, Gretchen M. Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2018, Kent State University

The purpose of this study was to investigate multiple perspectives and perceptions of good teaching as viewed through the lens of a Parent Teacher Organization’s Teacher of the Year Award program. To better understand the complexity of good teaching, I conducted a single case study involving five distinct groups of people: students, parents, principals, school board members, and award-winning teachers. The research questions that guided my data collection and analysis were: 1. What are the participants’ perceptions of a good teacher? 2. What are the participants’ understandings of teaching, learning, and curriculum? 3. What are the similarities and differences of perceptions and understandings among the five stakeholder groups?Twenty-four participants were interviewed for this study using open-ended, semi structured interviews lasting approximately 20–60 minutes in length. Multiple data sources were collected in this study such as classroom observation field notes, classroom artifacts, public documents, and nomination letters. Findings indicate that good teaching involves fostering long-term personal connections with students through acts of care and confidence building. In addition, good teaching requires a belief in doing what is best for student learning, using creativity in the curriculum, and engaging students in hands-on, active learning. Furthermore, the good teaching described in this study is based on teachers working to communicate with parents, as well as community members, about what is happening in the classroom. The findings of this study add to the debate among schools, communities, and policy makers about what it means to be a good teacher. Advisors/Committee Members: Crowe, Alicia (Committee Co-Chair), Bintz, William (Committee Co-Chair).

Subjects/Keywords: Education; Elementary Education; Middle School Education; Secondary Education; good teaching; good teachers; award-winning teachers; dispositions; teaching; learning; curriculum; care; relationship building

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

APA (6th Edition):

Whitman, G. M. (2018). Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033

Chicago Manual of Style (16th Edition):

Whitman, Gretchen M. “Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching.” 2018. Doctoral Dissertation, Kent State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033.

MLA Handbook (7th Edition):

Whitman, Gretchen M. “Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching.” 2018. Web. 22 Apr 2019.

Vancouver:

Whitman GM. Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033.

Council of Science Editors:

Whitman GM. Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033

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