This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 102-119).

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 102-119). Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 119-125). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 25, 2007; title from title screen. Includes bibliographical references (p. 142-148).

xii, 93 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Dropping out of high school may have individual as well as social implications. The process of dropping out is attributed to social and academic risk factors. Attendance, course completion and grade-point-average have been identified as key indicators of students off-track for graduation. This study utilized a single exploratory case design with embedded quantitative statistical analysis to understand the characteristics of 416 students transitioning from three middle schools to a large, suburban high school. Correlation and regression analyses were used to examine the relationship between 12 middle school indicators and ninth grade attendance, course completion, and grade-point-average. Findings suggested that middle school grade-point-average, course grade D, attendance, and ACT math scores were strong predictors of ninth grade performance. The major implications have highlighted key middle school risk indicators for identifying and providing intervention to transitioning students at risk of school failure. / Committee in charge: Gerald Tindal, Chairperson, Educational Leadership; Edward Kameenui, Member, Special Education and Clinical Sciences; Paul Yovanoff, Member, Educational Leadership; Robert 0 Brien, Outside Member, Sociology

No description available.

This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.

This project focused on the enhancement of an existing school web page. Schools have jumped on the bandwagon in record numbers in the past couple of years publishing web pages about their schools. Cucamonga Middle School is no exception, having first published a web site in 1995. Utilizing information gathered from a survey, the author/webmaster created a redesign of the existing school webpage. The wants and needs of parents, as noted in the survey were the driving force behind the redesign.

The concept of middle level schooling has existed in the United States since the early 1900s. During the early 1960s, middle level schools were organized to meet the unique developmental needs of early adolescents. Yet, special training, preparation and/or certification for aspiring teachers who wish to work at this level are not available in the majority of states. Many state licensing agencies provide either elementary or secondary certification, which historically was believed to be adequate for middle level teaching. This study investigates the special preparation and training needs of middle level teachers as perceived by teachers and administrators in a suburban school district which was involved for several years in the implementation of innovative practices for middle schools. Middle level educators in this district had received in-service training and were engaged in considerable discussions on research related to effective middle schools. Thirty teachers and 10 administrators were surveyed about their own levels of preparation and their concepts of the elements of model preparation programs for middle school teachers. In a follow-up interview process, including a sample of the survey respondents, interviewees discussed in-depth their district's middle school programs; the impact of a state grant focusing on middle school organizational and instructional issues; and their perceptions about staff development needs of middle school personnel that were not being addressed. The data obtained through survey responses, interviews, and examination of district documents showed that the majority of the sample personnel received their training in middle school concept areas through formal in-service opportunities and/or on the job experience. Furthermore, a majority of the participants endorsed and expressed a need for the following: a special preparation program for middle school teachers containing field experience at the middle level; training in the unique developmental needs of the early adolescent; and, special training in a variety of instructional strategies. Results also indicated that the sample personnel were not aware of the school district's own studies on middle level schooling and were dissatisfied with the current programs, which they felt had suffered as a result of a lack of effective leadership at the district and building levels.