Monitoring the Middle School Movement: Are Teachers in Step?

Autor/in	Huss, John A.
Titel	Monitoring the Middle School Movement: Are Teachers in Step?
Quelle	In: Current Issues in Education, 7 (2004) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Bildungsphilosophie; Erziehungsphilosophie; Statistische Analyse; Abschlusszeugnis; Zertifizierung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Elementary school; Grundschule; Volksschule; Schulleistung; Lehrerverhalten; Middle schools; Teacher; Teachers; Fragebogen; Sekundarstufe I
Abstract	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.) (As Provided).
Anmerkungen	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: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10