Alternative Model for Urban Middle Level Schooling: An Evaluation Study.

Autor/inn/en	Fenzel, L. Mickey; und weitere
Titel	Alternative Model for Urban Middle Level Schooling: An Evaluation Study.
Quelle	(1997), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Catholic Schools; Disadvantaged Youth; Educational Environment; Grade 6; Institutional Characteristics; Intermediate Grades; Males; Middle School Students; Middle Schools; Models; Program Evaluation; Public Schools; School Effectiveness; Teacher Role; Urban Education; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Katholische Schule; Benachteiligter Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 06; 6. Schuljahr; Schuljahr 06; Mittelstufe; Male; Männliches Geschlecht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Schuleffizienz; Lehrerrolle; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study evaluates an alternate model for middle school education, which was introduced into depressed urban settings in the 1970s by the Jesuit religious order, in two parochial middle schools, one coed and one all-male established in 1993 in an Eastern city. Comparisons of school structural characteristics, attendance figures, report card grades, school social and learning environments, and students' perceptions of self-worth, school stress, and motivation were made between the model schools and a more traditional parochial school and two public middle schools in the same city. Students selected from the public schools for the evaluation were matched with students in the model Jesuit school on fifth-grade standardized test scores. Participants were 20 male sixth graders from each of the public schools, 20 males (19 African Americans) from the Jesuit school for boys, 10 male students from the Jesuit coeducational school, and 15 male students from the traditional parochial school. Results show that the coed model middle school provided an environment that distinguished it from the other schools in terms of student involvement in learning, teacher-student affiliation, teacher supportiveness, order and organization, and innovation in teaching. This school was characterized by many of the factors shown in previous research to predict school success among disadvantaged minority youth in the inner city, including strong instructional leadership, caring teachers who spent extra time with students, orderliness, and a strong emphasis on basic skills. The Jesuit all-male school demonstrated the lowest absentee rate and highest grade point average of all the schools. In addition, the students in the model schools showed a greater increase in self-esteem during the school year than did students in the comparison parochial school. Results are discussed in light of previous research on education for minority disadvantaged youth in the inner city. (Contains 22 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC