A Ninth Grade Student Transition Model: A Study of Student Perceptions Related to Rigor, Relevancy, and Relationships within a Ninth Grade Transitional Program

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Autor/in	Shimp, Timothy M.
Titel	A Ninth Grade Student Transition Model: A Study of Student Perceptions Related to Rigor, Relevancy, and Relationships within a Ninth Grade Transitional Program
Quelle	(2017), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-3173-4
Schlagwörter	Hochschulschrift; Dissertation; Grade 9; Transitional Programs; Models; Student Attitudes; Case Studies; Qualitative Research; Investigations; Grade 10; Difficulty Level; Middle School Students; High School Students; Interviews; Focus Groups; Student Adjustment; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 09; 9. Schuljahr; Schuljahr 09; Analogiemodell; Schülerverhalten; Case study; Fallstudie; Case Study; Qualitative Forschung; Untersuchung; Schwierigkeitsgrad; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interviewing; Interviewtechnik; Adjustment; Adaptation
Abstract	This descriptive case study is a qualitative investigation into the perceptions of tenth grade students who experienced a ninth-grade transitional model high school academy within a large PreK-12 suburban school district. Specifically, this study provided the opportunity to examine the success of one Ninth Grade Academy, identify areas of concern and gaps in learning, and provide an analysis of how one school, or organizational framework, examined the effectiveness of the behaviors, supports, and structures it used to assist with the transition of ninth grade students. This research revealed significant factors establishing the elements within an effective ninth-grade transition model, as perceived by the students and as filtered through the principles of rigor, relevance, and relationships. Research studies have identified when students are provided an influential transitional experience as they move from middle school to high school, with key areas associated with rigor, relevancy, and relationships as cornerstones of the structures, programs and opportunities, they are more likely to have a greater connection to school, experience greater academic performance, and be more prepared for post-secondary college and career matriculation. This study utilized focus group interviews and a document review as methods for the collection of data. Through the facilitation of two 90-minute interviews, and a review of documents associated with local and national assessment data, the researcher utilized inductive analysis and open coding processing to identify connections associated with rigor, relevancy, and relationships, and around the centralized pre-assigned themes of academics, social-emotional, adults and peers, and school size. The findings of the research affirmed that key factors associated with rigor, relevancy, and relationships were influential in the transitional experiences for ninth grade students, as was also providing a smaller school setting for the ease of the high school transition. The perceptions of the students informed the researcher that meaningful and caring relationships are of greatest significance to a ninth grade student's adjustment and assimilation to the new school level and facility. Students want to meet new classmates, have adults in their life who care for them, and feel connected to their high school. Academically, the interviews revealed that the level of academic rigor is in need of greater attention by the high school to support increased expectations, more engaging learning experiences, and a targeted focus on real-world relevancy and post-secondary planning. [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