<p> High schools have undertaken numerous approaches to reduce the number of first-time 9^th grade students who do not move to 10th grade with their cohort. The purpose of this study was to determine if a summer program successfully transitioned 9^th grade students from middle school to high school environments. Guided by the stage-environment fit conceptual framework, this study explored the effectiveness of a summer transition program at acclimating first time 9^th grade students to physical, social, and academic environments. A mixed-method design was used in the study. A t test was used with a sample of approximately 400 archival 9^th grader student responses to the Delaware School Climate Survey-Student. Statistical differences in familiarity with physical environments and perceptions of school climate were found between attendees and nonattendees, with attendees reporting better acclimation. A chi-square revealed greater course success for first-time 9^th graders in the first marking period and lower 9^th grader retention rate for attendees. Acclimation of 9^th grade students as perceived by a sample of 10 teachers was explored through individual interviews and analyzed using the constant comparative method. Narratives from teacher interviews suggested acclimation to physical and social environments was greater for attendees. Study results led to development of a 1-day transition program aimed at utilizing effective transition program strategies with the entire upcoming 9^th grade cohort. Long-term data collection and disaggregation is recommended to determine lasting effects of the program. Effective 9^th grade transition programs may result in social change through increased promotion rates and higher graduation rates.</p>

<p> The purpose of this qualitative case study was to explore the elements that contribute to the academic success of 9th grade repeaters, with special attention toward the teacher-student relationship. </p><p> Methodology. This descriptive qualitative case study explored the factors that contribute to the academic success of the 9th grade repeaters. Participants included 5 4th-year and 5 5th-year seniors who were on track for graduation in the current year and were designated as 9th grade repeaters at the end of the freshman year. Other participants included 5 teachers and 5 counselors who taught or counseled 9th grade repeaters. </p><p> Findings. The elements that contribute to the academic success of the 9th grade repeaters emerged in 3 major themes and 14 subthemes. The identified major themes were teacher influence, family influence, and self-actualization. The subthemes included promoting confidence, providing motivation, teacher caring, building relationships, good teacher interpersonal behaviors, elimination of barriers, encouragement, inspiration, lack of parental support, goal setting, overcoming apathy, extrinsic motivators, overcoming skill deficiencies, and graduation reality check. </p><p> Conclusions. The findings of this study indicate that greatest factor contributing to the academic success of the 9th grade repeater was the teacher-student relationship, followed by family influence and self-actualization. All 3 of the participant groups (students, teachers, and counselors) believed that the teacher can influence a student toward academic success. The impact of the teacher influence on the student is further divided into 3 subthemes, which are promoting confidence, providing motivation, and teacher caring. </p><p> Recommendations. Future research could include a study conducted with 9th grade repeaters who dropped out of high school following the sophomore or junior year. With a focus on self-actualization, to see if any of the strategies for promoting self-actualization identified in this study were in place or missing from interventions provided to the 9th grade repeaters who dropped out. Additional future research could include a study conducted with the parents and teachers of 9th grade repeaters and the 9th grade repeaters to identify the barriers preventing the 9th-grade student from being successful in the 9th grade.</p>

<p> The primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Cl&eacute;ment&rsquo;s (2003) theory of L2 LTC, I replicated Peng and Woodrow&rsquo;s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.</p><p> A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Cl&eacute;ment&rsquo;s (2003) model and Peng and Woodrow&rsquo;s (2010) study.</p><p> Second, D&ouml;nyei and Kormos&rsquo; (2000) study was replicated to investigate a significant difference for the four types of the students&rsquo; speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.</p><p> Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables&mdash;teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence&mdash;supported both quantitative (Peng &amp; Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables&mdash;security of speaking, interlocutors, small group, and topic familiarity&mdash;supported qualitative studies by Cao (2011) and Kang (2005). The other two variables&mdash;point system and tests&mdash;were new variables identified in this study.</p><p> Positive classroom climate and task motivation (D&ouml;nyei &amp; Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.&rsquo;s (1998) L2 LTC model.</p>

<p> Middle school students were introduced to the concept of scientific argumentation through the use of a pre and post performance task. Students were required to answer a question based on data provided and be able to justify their reason with evidence.&nbsp;This study compared two different forms of discussion, philosophical chairs and traditional discussion, in order to identify what type of discussion was beneficial to students to communicate a written argument. This study investigated two research questions, first if the type of discussion affects students&rsquo; ability to write a logical argument and whether the use of philosophical chairs affect student attitudes compared to traditional discussion. Statistical findings show that there is no difference between the group when it comes to the format of discussion. Both types of discussions help students communicate a logical written argument. However, the type of discussion does affect students&rsquo; attitudes and willingness to participate.</p>

<p> Demonstrated by this study, teachers as institutional agents can make a significant difference in the lives of their students during their educational endeavors and beyond. However, institutional agents remain rare within urban education, and adolescents&rsquo; access to these individuals in low-income communities is particularly low. This study used Stanton-Salazar&rsquo;s theory of social capital and construct of institutional agents as a lens to understand the experiences of 14 individuals who participated in the Freedom Writers program. By giving a voice to students two decades after completing high school, this study conveys a critical perspective to the urban educational field. With there being a limited understanding of the lasting impact of such individuals on students as they transition onto adulthood participants&rsquo; personal accounts were explored to better understand their experiences. </p><p> As a qualitative study, this research inquired into the actions that guided the participants at the individual and situational level to having successful experiences. Data collection occurred through the utilization of an in-depth, semi-structured interviewing method, which provided rich data of the roles and functions of their high school teacher, Erin Gruwell, as an institutional agent. Additionally, providing data of their use of certain supports as provided by or made possible through Gruwell, four themes emerged from the findings of this study: (1) survival mode, (2) journey to Freedom Writers, (3) finding support, and (4) life after Freedom Writers. Within these themes, an in-depth exploration of the findings indicated the careful attention Gruwell placed in assessing the needs of students in order to provide the necessary supports as permitted by her social network and available resources, which involved access to additional institutional agents or other networks; significant forms of information; and other supportive forms of resources. The findings further indicated there being a critical impact to participants&rsquo; social development, and academic and career success. Through positive teacher-student relationships teachers can provide positive educational experiences that can have lifelong implications to empower students and create opportunities for life changes. Through the perspectives of the 14 participants, this study can influence the work of practitioners and policymakers in focusing on the needs and concerns of students attending urban high schools as well as in supporting teachers as institutional agents at the high school level.</p><p>

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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.

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