ERIC Number: ED396440
Record Type: RIE
Publication Date: 1996-Apr
School Reform and the Transition to Middle School.
Anderman, Eric M.; And Others
This paper presents findings of a study that used goal orientation theory as a guiding framework for a collaborative effort with middle school principals, teachers, and parents over a 3-year period. The intervention sought to change policies and practices so that they would reflect more of a task-goal orientation and less of an ability-goal orientation. The study assessed students' perceptions of the goal emphases in their classrooms; their personal orientation to task, ability, and extrinsic goals; their reported use of deep processing strategies; and their academic efficacy beliefs in mathematics and English 1 year before the transition to middle school and again at the end of the sixth and seventh grades in both the "demonstration" school and a comparison school. Fifth-grade students scheduled to attend the demonstration school and students scheduled to attend the comparison school demonstrated no differences on any of the measures. After the transition, students in the demonstration school exhibited a more positive profile of personal goals, efficacy beliefs, and perceptions of the classroom goal structure than did students in the comparison school. Results are discussed in terms of implications for middle school reform and with regard to the use of goal-orientation theory to guide school reform efforts. Five figures and four tables are included. (Contains 71 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).