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ERIC Number: ED515959
Record Type: Non-Journal
Publication Date: 2009
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-9387-4
ISSN: N/A
Student and Staff Perceptions of the Transition from Middle to High School
Moore, Michael G.
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
The purpose of this study was to compare the perceptions of students, teachers, counselors, and building- and central-office administrators regarding students' transition from middle school to high school. A second purpose of the study was to compare the perceptions of students' transition from middle school to high school based on students' gender and ethnicity. The final purpose of the study was to compare the perceptions of students' transition from middle school to high school based on participation in a ninth-grade academy. A self-report survey instrument utilizing a five-point Likert scale was administered by the Sioux Falls School District to ninth-grade students, ninth-grade teachers, high school counselors, high school administrators, and central-office administrators regarding their perceptions of the transition process to high school. Two hundred seventy-two ninth-grade students (100.0%) completed the Student Perception Survey Instrument. Eighty-two teachers, 15 counselors, and 14 building- and central- office administrators (65.3%) completed the Staff Perception Survey Instrument. Information from the surveys was examined using descriptive and inferential statistics. Descriptive statistics, including means, standard deviations, and rankings were used to describe the perceptions of students and staff. Inferential statistics, the t test, were used to analyze the relationships of the difference of the means among the perceptions of students and staff. Findings from the study indicate a significant difference in the perceptions of students and staff in the transition process to ninth grade. Students view the transition process to ninth grade as a much easier process than staff view the transition process. Student gender has little influence on their perceptions regarding the transition process to ninth grade. White students feel more positive about the transition to high school and experience a greater sense of connection to high school than their non-white classmates once they have transitioned to ninth grade. Students that participate in a ninth-grade academy consider the transition process to ninth grade easier than students that did not participate in a ninth-grade academy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Dakota