This research investigated perceived degree of implementation of five key programs and practices of the middle school concept in two schools in three Florida counties. The five key programs and practices included: interdisciplinary team organization to include common planning time and flexible scheduling; teacher advisory program; broad exploratory program provided through special courses and experiences and through the academic block; varied instructional strategies, grouping patterns, and assessment procedures and program for transition. / The conceptual framework "institutionalization" was used in identifying the schools in each county. Institutionalized middle schools were schools that considered middle school programs and practices as standard operating procedures. District level administrators identified one school in their district as institutionalized and on the other end of the continuum, one noninstitutionalized middle school. / The Ritzenthaler Middle School Concept Scale was developed as a means to determine perceived degree of implementation of five key programs and practices of the middle school concept. The scale and its subscales were determined to be valid and reliable. The reliability (internal consistency) coefficient for the scale was.94. Coefficients for subscales ranged from.74 to.88. / Mean scores for all five key programs and practices of the Ritzenthaler middle school concept scale were greater in institutionalized middle schools than noninstitutionalized middle schools. Results of statistical significance testing (Wilcoxon-Mann-Whitney Rank Sum Test) for individual counties were mixed and inconclusive. Perceived degree of implementation of interdisciplinary team organization and teacher advisory was significantly greater in institutionalized middle schools in County 1. For County 3 there were no differences in perceived degree of implementation of the five key programs and practices. County 3 had a greater perceived degree of implementation of program for transition in the institutionalized middle school. When data from all institutionalized and all noninstitutionalized middle schools were used, institutionalized middle schools had a greater perceived degree of interdisciplinary team organization; teacher advisory program; exploratory program; and varied instructional strategies, grouping patterns, and assessment procedures. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2529. / Major Professor: Judith L. Irvin. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76958 |
| Contributors | Ritzenthaler, Braketta Kowitz., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 228 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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