Thesis (Ed.D.)--University of Tulsa, 1977. / Bibliography: leaves 95-99.

<p> The problem of middle school disengagement has intrigued and bewildered educators and researchers for years, revealing various contributing factors and possible theories (Eccles, Lord, &amp; Roeser, 1996; Eccles &amp; Midgley, 1989; Pintrich &amp; De Groot, 1990; R. M. Ryan &amp; Deci, 2002). Despite numerous research studies and various recommendations, disengagement still persists. A gap in the literature exists regarding the inclusion of student voice aimed at surfacing contributing factors. This qualitative co-inquiry study addresses this gap by examining adolescent academic disengagement and engagement as voiced by, and investigated with, middle school students. Through co-operative inquiry research this study examines the lived experiences of middle school students to understand the circumstances of their disengagement, reveal contributing factors, and identify potential solutions. Additionally, this study examines how students&rsquo; involvement in the co-inquiry process contributes to their own development. </p><p> Ten seventh and eighth grade participants engaged with the initiating-investigator, their middle school principal, in a research study utilizing the co-operative inquiry methodology. During a 9-week period of time these students immersed themselves in the co-inquiry process: they posed questions to investigate, participated in the inquiry cycle, shared and reflected on the collective findings, and generated additional questions for further examination. Data were gathered through student-participant journals, artifacts and transcriptions from the weekly sessions, and exit-interviews. </p><p> The findings of this study indicate the power co-inquiry with students has to reveal schooling experiences that promote or inhibit their engagement. The student-researchers surfaced important findings regarding the powerful impact the classroom environment, relationships, and instruction have on student engagement and learning. Their voices reveal circumstances educators need to examine in support of modifications to current practice. Additionally, this study reveals the importance of engaging with students in co-inquiry and the profound affect it has on them as learners and individuals. </p><p> The inclusion of these important stakeholders?the middle school students themselves&mdash;cannot be underscored.</p>

<p> This explanatory case study seeks to understand the nature of middle school educators&rsquo; self-efficacy in an urban public school district during an era of accountability. The study was conducted in a progressive school district, known as OakRidge Pubic Schools. A sequential mixed methods design with a participant-selection model variation was employed. The study identified teachers&rsquo; level of self-efficacy via the Teacher&rsquo;s Sense of Efficacy Scale (Tschannen-Moran &amp; Woolfolk Hoy, 2001), a quantitative survey used to determine high and low self-efficacy focus groups. During these subsequent focus group interviews, the competing objectives of fulfilling responsibilities levied from accountability mandates and initiatives, as well as meeting the dynamic needs of students during the years of adolescence, were each explored as influences on the educators&rsquo; general teaching efficacy. </p><p> Quantitative findings revealed that middle school educators in the OakRidge district had a high sense of self-efficacy overall. Of the three composite variables measured&mdash;instructional strategies, classroom management, and student engagement&mdash;middle school OakRidge educators reported the lowest sense of self-efficacy in terms of their ability to engage students. Consistent with other quantitative studies (Ross, 1994), female educators had a significantly higher sense of efficacy than their male counterparts. No other categorical data point measured&mdash;years&rsquo; experience, degree type, degree level, content area, current grade level taught, or historical grade level taught&mdash;revealed any significance in terms of the survey overall or any of the three composite variables. </p><p> Qualitatively, both groups of educators (high and low) expressed frustration with the impact of standardized testing. However, the higher group displayed resiliency in the face of this adversity. Both the high and low educator groups highlighted the complex dynamic of working with adolescents, identifying empathy as a crucial practice in middle grades education. Finally, educators in the high efficacy group revealed an ability to seamlessly embed &ldquo;life lessons&rdquo; in order to simultaneously meet the dual academic and holistic objectives of being a middle grades educator. Low efficacy group members presented these objectives as more of a binary, expressing frustration in meeting both. Findings from this case study can serve to inform professional development for middle grades educators.</p>

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vii, 137 p. Includes abstract. Includes bibliographical references (p. 116-127).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--Lewis & Clark College, 2008. / Includes bibliographical references (leaves 84-91).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xv, 276 p.; also includes graphics. Includes bibliographical references (p. 241-253).

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2003. / Also available in print.

Thesis (Ed.D.) -- Central Connecticut State University, 2005. / Dissertation advisor: Anthony Rigazio-DiGilio. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 128-142). Also available via the World Wide Web.