This is me in grade 9: transition from a middle school to a high school
LE3 .A278 1999
Master of Education
The purpose of this thesis is to attempt to understand the process of transition from middle school to high school. To develop an understanding I conducted a case study of one group of students as they moved from Grade 8 to 9. As a Grade 8 teacher I wanted to more fully understand the initial concerns of my previous students about: (a) the high school's climate, (b) their social relations, and (c) academics as they moved to Grade 9. I used a qualitative methodology for this research. Data sources included notes from participant observation, questionnaire results, and transcripts from interviews. Educators at the middle school and the high school, students in Grade 9, and these students' parents participated in the research. In the analysis of data four themes developed about the transition process: students' voices during the transition, unclear roles and responsibilities within the school community, perceptions about the Grade 9 teachers, and shifts in curriculum frameworks. Recommendations developed from the analysis: a higher level of parental involvement; a student orientation at the beginning of Grade 9; increased assistance from the Regional School Board and the Department of Education and Culture; and more opportunities for educators to discuss transition concerns. To develop a more comprehensive transition program, I discuss designing a transition team, emphasizing collaboration among the members of the school community.
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