The transition from elementary to middle school is a significant period of change for adolescents and is remarkable for several reasons, including the opportunity for new experiences and the potential for other developmental changes to occur simultaneously. Existing literature on transition includes both positive and negative outcomes for adolescents in areas of achievement, peer relations, self-esteem, and self concept, with gender differences including more negative outcomes for girls. The possibility of multiple transitions occurring simultaneously (i.e. puberty and academic transition), along with literature suggesting that the elimination of the middle school model and replacing it with a K-8 building configuration would reduce negative student outcomes, provided the rationale for the current study: an examination of early adolescents either making an academic transition following the fourth grade or remaining in a K-8 building, and the potential influence on self concept. In addition, student perceptions of school related issues were surveyed. A repeated measures multivariate analysis of variance revealed no significant interactions of time and either group status or gender on self concept. The information from the student perception survey suggested students in the Transition group were more likely to report school as being very different before and after transition. Environmental factors, such as having a locker and more choices in the cafeteria, were more important to students than making new friends or facing increased difficulty in academics. The findings of the current study lend support to academic transition occurring at an earlier age and suggest a greater emphasis on environmental aspects of transition and protective factors in facilitating positive outcomes. / Department of Educational Psychology

The growth of the middle school movement has been rapid. During the first two decades of middle school growth, 1960-1980, experts in the field of middle school education began to identify the guiding principles which appeared best able to meet the special needs of middle school age youngsters. The purpose of the study was to determine the level of implementation of eighteen guiding principles, or critical attributes, of middle school programs as currently manifested in middle schools in the United States.A review of literature and related research encompassed a history of the junior high and middle school, characteristics of transescent youth, pertinent literature of the 1970-1980 decade and an examination of related similar studies. Findings from the review confirmed that the eighteen critical attributes advocated in the 1960-1970 period were still advocated during the 1970-1980 period by the leading advocates in the field of middle school education.A survey instrument containing 62 items was used to determine the level of implementation of each of the eighteen critical attributes. Numerical values were assigned to every possible answer for each item in the survey instrument. The instrument was sent to 250 randomly selected administrators of three and four year middle schools. The instrument was also administered to 15 randomly selected representatives of middle schools at the National Middle School Association Annual Convention, One hundred nineteen usable responses were obtained.The findings indicate that tae overall level Of implementation of the eighteen critical attributes nationally was 53.48 per cent. The data produced a finding that the attribute currently being used least was in the area of flexible scheduling. Reported in high use were social and physical experiences, student services and use of multi-materials in teaching.In comparison to levels of implementations found in identical studies at the state level, the use of auxiliary staffing and team teaching were markedly higher than in any of the states. Most of the attributes were reported to have increased from surveys in the states. No new major critical attributes were found to be advocated in the review of the literature from 1970-1980 andnone of the eighteen attributes used in the study were criticized as being either obsolete or poor.Conclusions drawn from the data gathered in the study show that twenty years of expert advocacy of the eighteen critical attributes have not produced a high level of implementation of the attributes in middle schools. The literature of the 1970-1980 decade supports and continues to advocate the founding principles of the middle school movement without major changes in the attributes. Use of team teaching, one of the eighteen attributes most advocated in the literature, is the most rapidly increasing attribute. Other conclusions were that middle school practices nationally did not differ significantly from practices in states which were individually surveyed, and that the eighteen critical attributes of middle schools do not significantly differ from the proposed attributes of the junior high school as proposed early in the twentieth century.Recommendations for further study included research to determine the actual effectiveness of the eighteen attributes, surveys of junior high schools to compare junior high school practices and middle school practices regarding the eighteen attributes, and surveys to determine why middle school attributes are or are not adopted.

Thesis (Ph.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 45-46).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 147-151).

Thesis (Ed. D.)--University of La Verne, 1999. / Includes bibliographical references (p. 122-133).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 147-151). Also available in print.

Thesis (Ph. D.)--Ohio State University, 2003. / Includes abstract and vita. Advisor: Wayne K. Hoy, Dept. of Educational Policy and Leadership. Includes bibliographical references (p. 154-169).

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 24, 2006. Dissertation Committee: Kenneth H. Strand, Jeffrey B. Hecht (co-chairs), Paul J. Baker, William C. Rau. Includes bibliographical references (leaves 136-148) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, George Padavil, Glenn Schlichting. Includes bibliographical references (leaves 177-182) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 5, 2006. Dissertation Committee: Pamela H. Wheeler, Ming-Gon John Lian (co-chairs), Carol A. Thornton, Kenneth H. Strand, Maribeth N. Lartz. Includes bibliographical references (leaves 116-127) and abstract. Also available in print.