This qualitative case study was to specifically determine the role of the school in promoting academic and social success during the school transitional process of middle childhood and early adolescent. The study explored school-based transitional incentives of sending (grade four and grade six) schools and receiving (grade five and grade seven) schools. The study took place in a northwestern community in Saskatchewan, Canada and involved educators from five schools. Five school administrators and twenty-five classroom teachers participated in the study. Data was collected from audio-recorded interviews with school administrators and teacher questionnaires. Within the broad categories of sending and receiving schools, data was organized into subcategories of transitions a benefit or hindrance, teacher preparedness, school-based transitional initiatives, suggested improvements, academic barriers, social barriers, emotional climate, and the role of the school in the transitional process. The following themes emerged from the data: (a) improved communication, (b) alignment of expectations, (c) continuance of school tours, (d) a welcoming environment, (e) parental involvement, and (f) balanced academic and social programming. Whereas much information is available regarding transitions in American schools, Canadian data is limited. The implications of this research suggest that current efforts to improve the school transitional process are ongoing in this school division. This research study will be helpful to politicians, school system directors and superintendents, school principals, and classroom teachers.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, School administration|
|Keywords:||Academic success, Middle school administration, Peer pressure, School transitions, Schooling in adolescence, Social acceptance|
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