The Middle School Experience: Effects on the Math and Science Achievement of Learning Disabled Adolescents.

Autor/in	Anderman, Eric M.
Titel	The Middle School Experience: Effects on the Math and Science Achievement of Learning Disabled Adolescents.
Quelle	(1996), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Grade 8; Junior High Schools; Learning Disabilities; Mathematics Achievement; Middle School Students; Middle Schools; School Organization; Science Education; Student Adjustment; Transitional Programs + Suchen Sie Ihr Suchwort? Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarstufe I; Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School organisation; Schulorganisation; Naturwissenschaftliche Bildung; Adjustment; Studentin; Adaptation
Abstract	This study examined the relationship between transition from elementary to middle school and achievement gaps in math and science in eighth graders with (N=296) and without (N=1608) learning disabilities (LD). An abundance of research suggests that motivation and achievement decline during the early adolescent years, and that this decline is often attributable to the transition from elementary to middle grade schools during early adolescence. Using data from the National Education Longitudinal Study, the study found that on average there is a strong gap in achievement between LD and non-LD early adolescents. Hierarchical linear modeling was used to examine school effects on these achievement gaps. Results indicated that the gap between LD and non-LD adolescents is greatly reduced for adolescents who do not make a school transition until at least the ninth grade. Findings suggest that the policies and practices of typical middle grade schools are particularly incompatible with the educational and psychological needs of early adolescents with LD. (Contains 39 references.) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC