A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work Model

Autor/in	West, Wycondia S.
Titel	A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work Model
Quelle	(2016), (245 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-9642-4
Schlagwörter	Hochschulschrift; Dissertation; Program Evaluation; Educational Change; Models; Middle School Students; Program Effectiveness; Teacher Attitudes; Administrator Attitudes; Program Improvement; Middle Schools; Middle School Teachers; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Bildungsreform; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	There is increasing concern in the United States about the academic challenges that middle grade students face. Middle schools are not meeting accountability standards, and as a result students are not being adequately prepared for high school. In response to these concerns, a state in the southeastern United States adopted a comprehensive school reform model known as Making Middle Grades Work (MMGW) in 2006. The purpose of this program evaluation was to explore the effectiveness of the MMGW program and provide recommendations for improvement. Conceptually, this program evaluation drew upon the MMGW model. The research questions focused on exploring teachers and administrators' perceptions of and suggestions for improving the MMGW program. A collective case study design was used. Eight teachers and 4 administrators with experience in Grades 6-8 and training in MMGW were interviewed. School documents were also reviewed. The participants were purposefully invited from 4 middle schools (1 low performing and 3 high performing) in a district in the southeastern United States. Thematic analysis was used to code the data, and identified themes were summarized. Findings suggested that the current implementation of the MMGW model lacked consistency, uniformity, commitment, and opportunities for professional development. A formative report was created that provided recommendations for ongoing program evaluation and training for middle level educators in the district. Implementation of this project within the schools or the district will increase the lifespan of the MMGW reform model. Also, this implementation may improve academic achievement for middle school students and help to improve high school graduation rates. [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	2020/1/01