Eighth Grade Indicators of Successful Transition to High School

Autor/in	Ormseth, Bethany
Titel	Eighth Grade Indicators of Successful Transition to High School
Quelle	(2010), (203 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Cardinal Stritch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-0553-7
Schlagwörter	Hochschulschrift; Dissertation; Grounded Theory; High Schools; Grade 9; Grade 8; Teaching Methods; Poverty; Grade Point Average; Dropouts; Standardized Tests; Academic Achievement; Correlation; Data Analysis; Interviews; Questioning Techniques; Comparative Analysis; Urban Areas; Student Motivation; Attendance Patterns; Wisconsin + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Standadised tests; Standardisierter Test; Schulleistung; Korrelation; Auswertung; Interviewing; Interviewtechnik; Befragungstechnik; Fragetechnik; Urban area; Stadtregion; Schulische Motivation
Abstract	The purpose of this study was to determine the relationship between 8th grade student data and the level of student success at the end of the ninth grade year. The theoretical framework for this study was based on the Meleis (1986) Transition Theory and it was a mixed methodology research study that employed both qualitative and quantitative methods. Correlational analysis and interview analysis using the constant comparative method were utilized. Open ended questions were asked of two different interview pools consisting of teachers and administrators at one urban high school in southeastern Wisconsin. Findings reveal that 8 th grade GPA was the strongest indicator of ninth grade success as determined by correlational analysis. Correlation analysis also determined that 8th grade attendance rate, standardized test scores, and poverty level showed weak relationships although the findings were significant. Students with low skills, poor attendance or students who live in poverty can find a way to succeed if they are motivated to do so. The sample size for the quantitative research was 887 students and all attended a choice high school. The interviews produced the student sense of belonging as an important component of success as identified by all teachers and administrators. Students must feel as though they belong and have someone that cares about them at the school to succeed. The findings may produce a platform for high schools to scaffold interventions for first year students. Schools that can identify indicators of success for incoming students can have the needs of these students' met before the student becomes further disengaged and at risk for high school dropout. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10