ERIC Number: EJ875538
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 45
Monitoring the Middle School Movement: Are Teachers in Step?
Huss, John A.
Current Issues in Education, v7 n2 2004
A descriptive study examined the degree to which middle level teachers in grades 6-8 in three states accept the tenets of the middle school philosophy. The guiding questions were: (1) Does a cross difference in variables exist among teachers from different organizational settings or grade configurations in respect to the teacher's acceptance of the tenets of the middle school philosophy? (2) Does a cross difference in variables exist among teachers who hold different types of certification or licensure in respect to the teacher's acceptance of the tenets of the middle school philosophy? Based on the overall data, the middle school movement appears to be making steady progress. Data in this study suggest substantial teacher acceptance of the middle school philosophy across the various organizational settings. Pearson chi square values denoting significant differences across building configurations were revealed for eight of the 20 survey questions. A greater sense of uniformity existed across certification or licensure types with significant differences uncovered for four of the 20 questions. (Contains 2 tables.)
Descriptors: Middle Schools, Educational Philosophy, Statistical Analysis, Certification, Grade 6, Grade 7, Grade 8, Teachers, Teacher Certification, Surveys, Elementary Schools, Academic Achievement, Teacher Attitudes, Middle School Teachers, Early Adolescents, Questionnaires, Teacher Education Programs, Junior High Schools
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: email@example.com; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 6; Grade 7; Grade 8; Middle Schools
Authoring Institution: N/A