A Case Study: The Effects of Stakeholder Perceptions and Perceived Student Self-Efficacy on the Transition from Middle School to High School

Autor/in	Wilson, Frank E., Jr.
Titel	A Case Study: The Effects of Stakeholder Perceptions and Perceived Student Self-Efficacy on the Transition from Middle School to High School
Quelle	(2011), (192 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gardner-Webb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-7892-8
Schlagwörter	Hochschulschrift; Dissertation; High Schools; Middle Schools; Graduation Rate; Self Efficacy; Dropout Rate; Grade 9; Researchers; Academic Achievement; Attendance; Case Studies; Middle School Students; High School Students; Grade 10; Transitional Programs; Behavior; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Self-efficacy; Selbstwirksamkeit; School year 09; 9. Schuljahr; Schuljahr 09; Researcher; Forscher; Schulleistung; Anwesenheit; Case study; Fallstudie; Case Study; Middle schools; Student; Students; Schüler; Schülerin; High schools; Studentin; USA
Abstract	High dropout rates and low on-time graduation rates across the United States suggest that for many students proper transitioning is not taking place from middle schools to high schools. This study was designed to examine what measure perceptions and expectations held by students, faculty, and parents dealing with transition from middle school to high school had on the ability of students to successfully make this transition. In addition, the researcher sought to determine the extent student self-efficacy had on individual students successfully making the transition from middle school to high school in regards to core academic performance, behaviors, and attendance. The transition from middle school to high school is one of the most critical transition periods in a student's educational journey. Evidence shows that more students drop out between the ninth- and tenth-grade year than any other. The literature concerning the area of transition from middle school to high school offers reasons why students fail to transition and what steps can be taken to circumvent the loss of these students prior to graduation. It was the researcher's hope that by looking at stakeholder perception toward ninth-grade expectations and student perceived self-efficacy, this study would yield insight into what further steps could be taken to help all transitioning first time ninth graders to succeed and remain on track for on-time graduation. [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