Middle school transition : the role of timing and school characteristics
MetadataShow full item record
Achievement and school involvement of children in middle schools in 5th and 6th grades are compared to those of same-grade peers in elementary schools. Both classroom quality and school structure (size and composition) are tested as mediators in a national longitudinal sample of about 900 youth. The results indicate: a) youth in middle schools achieve at least as well as their same-grade peers in elementary schools, but those in middle schools have lower school attachment; b) middle and elementary schools have equivalent classroom quality, but differ in size and student composition; c) the lower school involvement of 6th grade middle school students is attributable to school size; d) the results are similar for boys and girls.
Showing items related by title, author, creator and subject.
A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools Correa, Ana Yáñez (2011-06-15)Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting impact on both students and their communities. ...
Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions Kwon, Yi Jeong (2012-07-06)Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s ...