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A study to determine the extent to which eighteen basic middle school principles are currently implemented in Massachusetts
Abstract
A search of the literature was conducted to identify those principles and characteristics most commonly associated with the delivery of quality educational programs and services to students in middle grade schools. The principles focused attention upon the areas of continuous progress programs, the use of a multi-media approach to instruction, flexible scheduling, provisions for students' social, physical, and creative experiences, guidance services, team teaching, intramual activities, planned gradualism in programming, exploratory/enrichment programs, independent study opportunities, basic learning skills extension, programs to promote students' feelings of security, student evaluation procedures, community relations, specialized student services, and the use of auxiliary staff. The search also established the relevance and credibility of those principles in an examination of the research conducted in the area of middle level education. The analysis of survey responses indicated that the basic principles are currently implemented in Massachusetts middle grade schools to varying degrees. The results represent a greater degree of implementation of the principles in all but one area when compared with the results of similar studies conducted in other states in past years. An analysis of variance between those schools identified by title as middle schools and junior high schools revealed significant differences in the implementation of three of the eighteen principles, while similar analyses based on the grade organization and philosophy of the school showed significant differences in implementation of the principles to a greater degree. The primary conclusion of the study was that the results indicate a consistently higher degree of implementation of the principles in Massachusetts schools than in other states based on the results of past studies. The overall percentage of implementation of the eighteen principles in Massachusetts middle grade schools was 65.8%. The difference in the degree of implementation of the principles was very small in schools identified by title as middle schools or junior high schools. The differences became more pronounced when the factors of grade organization and philosophical orientation were examined. (Abstract shortened with permission of author.)
Subject Area
Curriculum development|Educational administration
Recommended Citation
Rooney, Michael Bryan, "A study to determine the extent to which eighteen basic middle school principles are currently implemented in Massachusetts" (1992). Doctoral Dissertations Available from Proquest. AAI9233151.
https://scholarworks.umass.edu/dissertations/AAI9233151