This thesis studies the place of English in middle school students' educational experiences in China by describing students' encounters with English and their experiences of English learning in both the formal and the informal situations. Observations, semi-structured oral and written interviews are conducted to investigate students' perceptions of English and their reflections on English learning. Open-ended surveys are used to explore the interactions between students' learning experiences and their life aspirations. The study seeks to identify important themes in English learning in China, and in particular, how students' reflections influence their learning and how their experiences shape their perceptions. It attempts to interpret the meaning of English learning at the public and private levels and to examine the convergence and conflict of learning needs and teaching agenda. To encourage the learner perspective in students' own voice in the discourse of English language teaching, the study heavily draws on students' personal statements. The study identified the quantification of education through examination and the mediation of English in changing ideas and shaping identity as two important themes in the learning of English language in China. While students' perception of English as a tool appears highly instrumental in nature, their motivation of learning for self-improvement reflects the dominant belief in science and technology in China. Such contradictions contribute to the situation in which formal learning organised according to the public agenda for national modernisation does not always meet students' individual needs for personal improvement. In addition, learner autonomy emerged as a crucial factor in making English learning a personally engaging and enriching experience. The study confirmed the importance of self-reflection on English learning by learners and all those concerned with English learning.

This study sought out the perceptions of middle school (any combination of grades 5-9) educators in 19 states regarding the specific learning experiences that should be included in the curriculum for the preparation of junior high/middle school teachers, the skills or characteristics that are needed by a junior high/middle school teacher to best meet the needs of the early adolescent, the desirability of a discrete middle school certificate and the reasons why or why not. Using the data collected, a paradigm was designed for a junior high/middle school teacher training program that reflected the best thinking of these educators. This middle school study utilized a modified Delphi Technique in surveying the perceptions of administrators, teachers holding secondary certificates and teachers holding elementary certificates currently employed at junior high/middle schools, North Central Association associate state chairmen, and college of education professors. The three primary points emerging from this study are (1) that the lines of communication need to be opened between educators in the junior high/middle schools and those at institutions where policies, teacher preparation programs and certification requirements regarding middle school education (and educators) are being formulated, (2) that those same policies, teacher preparation programs and certification requirements be formulated on the basis of research data gathered directly from those educators in junior high/middle schools, and (3) that a middle school teacher's characteristics are considered by those involved currently in middle school education to be more important than his/her skills.

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This study investigated the relationship between middle school attributes and student achievement at the grade six level in Alberta. Student achievement was measured by scores attained on the four grade six Provincial Achievement Tests released in August 1998. combined scores and gender-specific scores for each of the four subjects were investigated. The Middle School Attribute Survey (MSAS) measured the level of implementation of middle school programming in the sample schools. Data analyses included Pearson product-moment correlation matrices. Information regarding the socio-economic background of the schools was used in the discussion of the results to aid in the understanding of any relationships that occured between student achievement and implementation of middle school programming. Results indicated positive relationships between several middle school attributes and student achievement, most notably between overall implementation of middle school programming and language arts achievement for boys and social studies achievement for both genders. / x, 149 leaves : ill. ; 28 cm.

The purpose of the study was to determine which of the Eighteen Basic Middle School Principles were influenced by the Indiana Comprehensive Assessment and Program Planning System (CAPPS) based on perceptions of middle school principals. A second purpose was to determine the extent of influence (positive, negative, no influence) exerted by CAPPS on the Eighteen Basic Middle School Principles.A survey instrument consisting of eighteen items in five Likert-response categories was mailed to: one-hundred randomly selected middle school principals in Indiana. Space was provided for respondents to write a statement describing how CAPPS influenced each middle school principle. Sixty-two middle school principals responded to the survey.Middle school principles most influenced by CAPPS were basic skill repair and extension, and planned gradualism. Principles least influenced were continuous progress programs, intramural activities, social experiences, independent study and auxiliary staffing. Sixty-five percent of responding principals indicated CAPPS exerted no influence on the combined eighteen principles.Conclusions derived from data revealed although CAPPS was not perceived as exerting a major influence, it was seen as positive. CAPPS has influenced textbook, material selection and increased articulation between grade levels. Emphasis on basic skill areas and remediation have increased due to CAPPS.Rationale for the middle school was to meet developmental opmental needs of transescent youth. However, the middle school concept has been implemented for a variety of reasons including dissatisfaction with the junior high school and reorganization of grade, levels to facilitate. desegregation and changing enrollments.Recommendations for further research include assess merit of educators to determine understanding of CAPPS and the middle school concept. Research also needs to be conducted to determine if educators are following CAPPS guidelines.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2008. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains x, 222 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 175-179).

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 June 10, 2009) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 288-293). Also available on the Internet.