Thesis advisor: Irwin Blumer / The transition from eighth grade to ninth grade is a critical time in a young person's educational career. Ninth grade programs and separate buildings for ninth graders have grown over the last ten years in an effort to meet their distinct needs. Research in this area reveals very little documentation of the teachers' voices on this subject. This researcher sought to add their perspective in identifying the salient features of effective ninth grade programs which make for a smooth transition to high school. More specifically, the researcher wanted to learn if teachers of only ninth graders believed that a separate facility eased the transition to high school. / Thesis (PhD) — Boston College, 2004. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

Thesis (Ed. D.)--University of Alabama, 2006. / Includes bibliographical references (leaves 89-98). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ed. D.)--University of Alabama, 2006. / Includes bibliographical references (leaves 89-98).

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iv, 37 p. Includes abstract. Includes bibliographical references (p. 17-18).

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The three basic purposes of this study were (1) to determine relationships existing between academic achievement in middle schools and academic achievement in traditional junior high schools, (2) to determine the relationships existing between personal adjustment in middle schools and personal adjustment in traditional junior high schools, and (3) to determine the relationships between academic achievement and personal adjustment in both middle schools and traditional junior high schools.

The purpose of this study was to determine the relationship between career education and the career maturity of eighth-grade students as measured by the Attitude Scale and the Competence Test of the Career Maturity Inventory. A posttest only experimental design was used for the study. The subjects were selected from a population of eighth-grade students in a suburban school district in north central Texas and randomly assigned to treatment and control groups. The treatment group had a career education class for forty-five minutes each day for eighteen weeks. The control group selected an additional elective. Multiple t tests were used to test the hypotheses of the study. The hypotheses were grouped into the areas of maturity of career attitudes, maturity of career competencies, sex and career maturity, school and career maturity, and teacher and career maturity.

The problem of the study was to determine whether a controlled program of reading instruction at the eighth grade level produces superior and retained improvement in rate and comprehension as compared with the usual classroom procedure.