Download or read book A Study to Explore Perceptions of Detroit Public Schools Principals and Ninth Grade Educators Regarding Ninth Grade Restructuring written by Hattie Griffin Cason and published by . This book was released on 2000 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2001 with total page 602 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Ohio s Ninth grade Proficiency Testing Program on Public Schools written by John D. Costanzo and published by . This book was released on 1993 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Selected Teachers and Principals Regarding the Effect of Ohio s Ninth Grade Proficiency Test on Curriculum Instruction and Remediation written by John Paul Galovic and published by . This book was released on 1995 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Teacher Principal and Student Experiences and Perceptions of a Ninth Grade Academy written by Allison Paige Potter and published by . This book was released on 2004 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transition to a New High School written by Helen Mary Porter and published by . This book was released on 2015 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Midwest Public Schools (MPS) restructured their entire secondary system in 2013 by building a third comprehensive high school, converting three junior highs to middle schools, changing middle school grade levels from grades six and seven to six, seven and eight, and shifting high school building grade levels from ten through twelve to nine through twelve. Victory High School opened in August of 2013 with all new teachers; most came from previous MPS schools. The purpose of this study was to examine teachers’ perceptions of the Secondary School Reorganization and how MPS, as a district, supported or hindered those teachers’ transition to a new high school building. Findings that arose from interviews and focus groups included: community building and culture, the importance of colleagues, principal leadership, the excitement of working in a new building, teachers’ personal lives, inequity of resources and demographics, principal leadership, teacher choice, technology and continued professional development for problems that inevitably arise during the first few years of opening a new high school. The implication for a school district ready to embark on adding a new comprehensive high school and/or changing grade clusters is to overly communicate and take into account every aspect of a teacher’s work day. Teachers must have buy-in to a new building or structure before that change will be successful.
Download or read book Ninth Grade Academies as a Restructuring Effort written by Mattison Burch Maynor and published by . This book was released on 2008 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Ninth Grade Opportunity written by Scott Habeeb and published by iUniverse. This book was released on 2008-12 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the country, high school freshmen have the highest rates of failure, discipline problems, and truancy. Defined as the "make it or break it" year, ninth grade can be a trying time for teenagers learning to make their own way in the world. The Ninth Grade Opportunity provides educators with a useful framework to build and implement a team-based Freshman Transition program, ultimately allowing teachers to play an integral role in ensuring every student's success. Scott Habeeb, Ray Moore and Alan Seibert have over 60 years of combined experience as teachers and administrators, and together have compiled a guidebook centered around a teaming approach that empowers teachers to better meet freshmen needs. Based on concepts behind their popular Freshman Transition workshops, the authors share ideas about why and how teaming teachers works and how it can benefit schools. Road maps provide guidance for teachers to learn specifically how to create a program built around key elements such as: Standardized expectations Learning skills Classroom leadership Parent/teacher contact Educators everywhere will benefit from the practical advice, expert insight, and helpful tips that transform the ninth grade problem into The Ninth Grade Opportunity, ensuring a successful transition for every high school student.
Download or read book Teachers Perceptions on Effective Strategies to Retain Black Ninth grade Students written by Jackie McFarland and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative narrative study was to examine teachers' perceptions on effective strategies to retain Black ninth-grade students. Data was collected from 10 ninth-grade teachers who have at least three years of teaching experience of ninth-graders. The ninth-grade teachers shared their experiences of working with Black ninth-grade students while reflecting and sharing their perceptions on strategies they have implemented to prevent these students from dropping out of school. The study was grounded in critical race theory (CRT). Eight major themes emerged from the interviews: (1) Positive behavior interventions and supports (PBIS), (2) parent/community involvement, (3) student voice, (4) availability, (5) differentiation, (6) peer tutoring, (7) building relationships, and (8) mentoring. The emerged theme suggested an inclusive list of strategies that require the involvement of teachers, parents, and students. The findings are in parallel with the best practices in the literature toward retaining Black students. Positive support and intervention, involvement of students and their parents appeared to be the leading strategies for retaining Black night-grade students. The findings may guide policymakers and practicing educational leaders in promoting inclusive conditions to retain Black ninth grade students.
Download or read book Teachers and Educational Change written by James Nolan Jr. and published by SUNY Press. This book was released on 2000-08-24 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents powerful lessons about the realities of school reform by portraying the experiences of five teachers involved in a restructuring initiative.
Download or read book The Perception of Administrators and Guidance Counselors in Five Rural High Schools of the Ninth Grade Transition Program And or Strategies written by Sheila Vonta McGee-Carlton and published by . This book was released on 2018 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Commitment to the Implementation of Ninth Grade Academies and Their Perceptions of School Leadership written by Deborah Kindel and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the commitment of teachers to the implementation of ninth grade academies and their perceptions of school leadership during the reform process. Concern for successful high school completion prompted the redesign of ninth grade into a school-within-a-school format within a Florida school district. Therefore, the purpose of this study was to determine the type of commitment and form of leadership evident in this reform initiative along with the relationship between them. As a mindset for change, commitment was represented as affective, normative, and continuance. Leadership styles were delineated as transformational, transactional, and passive/avoidant along with related outcomes of effectiveness, satisfactions and extra effort. This study utilized an electronic survey with purposive sampling. Five questions concerning the type of commitment, the form of leadership and outcomes, and the correlation between commitment and leadership guided this research. Descriptive analysis of the responses from 105 teachers produced findings of both affective and normative commitment to change and evidence of transformational leadership as well as the contingent reward dimension of transactional leadership. Leadership outcomes of effectiveness, satisfaction, and extra effort were also expressed by teachers. The results validated the presence of affective and normative commitment of teachers responsible for reform efforts and indicated a relational influence between transformational and transactional leadership behaviors with these two forms of commitment to change. Current pressures of accountability have channeled schools into models of continuous improvement. If schools are to enact lasting change, an understanding of commitment and leadership is needed to produce sustainable school reform.
Download or read book Teacher Perspectives of Student Readiness for Success in Ninth Grade written by Carrie Emma Thorpe and published by . This book was released on 2014 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to discover if the perceptions of 8th and 9th grade core teachers concerning the impact of the 8th to 9th grade student transition align with actual student success in ninth grade. Nineteen core subject teachers participated, 7 eighth grade teachers, and 12 ninth grade teachers, from 2 school districts in southeastern Pennsylvania participated in the study. The researcher examined the responses of the 19 participants who completed an online survey and also interviewed one 8th grade teacher and two ninth grade teachers. Results of the study indicate that in the 2 participating school districts, both 8th and 9th grade teachers believe critical thinking, creativity, problem solving, communication, and strong study skills to be the most significant factors that contribute to academic and social success in ninth grade. It was also found that both 8th and 9th grade teachers believe it is important for 8th and 9th grade teachers to view the 8th to 9th grade transition in a similar manner. Open-ended responses revealed that 9th grade teachers believe their current transition practices to be inadequate and 8th grade teachers believe there is a lack of communication between the 8th and 9th grade teaching staff. Although most 8th and 9th grade teachers believed that 9th grade students lacked academic skills necessary for success, an analysis of 9th grade student academic performance data for the 2011-2012, 2012-2013 school years, as well as the first marking period of the 2013-2014 school year, indicate that student academic performance is very strong.
Download or read book Restructuring the Middle Level School written by Sally N. Clark and published by State University of New York Press. This book was released on 1994-03-31 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides middle level teachers and administrators with a rich resource on restructuring schools to help young adolescents achieve intellectual, social, and emotional success. It is a comprehensive volume that describes the leadership knowledge bases, skills, processes, and attitudes necessary for successful middle level school restructuring. Major themes in the book include: trends and issues in middle level schools; characteristics of young adolescents; middle level curriculum; instruction and assessment; successful middle level school programs; leadership skills and collaborative decision-making; school restructuring; staff development; program evaluation; and maintaining a climate for change.
Download or read book Administrators Counselors and Teachers Opinions Regarding the Impact of Freshman Academies Schools Within Schools and Ninth Grade Schools as it Relates to Effective Transitioning written by Robyn Suzanne Killebrew and published by . This book was released on 2016 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether administrators, counselors, and teachers believe that implementing freshman academies, schools-within-schools, and ninth grade schools is an effective way to transition ninth graders into high school. This study included an introduction and a review of literature that discussed the following: adolescent years, transition from 8th to 9th grade, drop-out prevention, school reform in secondary education, professional learning communities, the freshman academy, and a conclusion. This study was also comprised with a methodology section, research results, conclusions, recommendations for policy makers and practitioners, and recommendations for future research. The questionnaire for this study was developed by the researcher. The questionnaire focused on the areas of demographics, academics, attendance, discipline, school culture, transitioning, socio-economic status, and instructional staff. Data was collected from seven different schools in Mississippi who currently house freshman academies, school-within-schools, and ninth grade schools. A total of 85 questionnaires were completed with 10 of those being administrators, 12 being counselors, and 63 comprised of teachers. This study specifically examined administrators', counselors', and teachers' opinions regarding the impact freshman academies, schools-within-schools, and ninth grade schools as it relates to effective transitioning. Results illustrated that there was a significant difference in the opinions of administrators, counselors, and teachers in the areas of academic performance, reduced discipline referrals, school culture, transitioning from eighth to ninth grade, and the morale on the staff of the school. However, this study yielded a non-significant relationship among the opinions of administrators, counselors, and teachers concerning the implementation of a freshmen academy on the drop-out rate and improving students from a low socio-economic class. Policymakers and practitioners were encouraged to look at freshman data, collaborate with middle school and high school teachers, and place their best teachers in the ninth grade to ensure a smooth transition for all freshmen. --Page ii.
Download or read book Ninth Grade Transitional Program in a Georgia Metro School District written by Samuel David Wilder and published by . This book was released on 2008 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study investigated and further documented current perceptions of teachers and the leadership team regarding the implementation of a ninth grade transitional program model from a traditional program model during the 2007-2008 school year. With the constraints under the No Child Left Behind Act, teachers, schools, and school systems are faced with the challenge of supporting students in meeting high academic standards. Further, teachers and administrators are expected to meet this challenge with declining resources. Over the past several years, the metro Georgia high school that is the subject of this study has changed from a small, isolated, suburban high school to a large, highly visible, urban high school. During this time, the high school has experienced substantive administrative, demographic, and physical changes. Prior to 1996, the school administrative team and faculty remained relatively stable. However, since 1996, frequent changes in leadership have occurred, resulting in ongoing, overall transformation and adjustments in school policies, environment, and activities. A qualitative case study was conducted at this high school. It is hoped that the results of this case study will contribute to a greater understanding of the transitional process from a traditional program model to a ninth grade transitional program model. Emphasis in this study was placed on learning about the substantial amount of personal and professional change on the part of the teachers. The researcher conducted a qualitative case study at a local metro Atlanta high school through the distribution of interviews and examinations of artifacts. Findings in the study revealed that teachers had lack of input in decision making, lack of proper training, scheduling conflicts, lack of planning time with teams, and lack of communication with administration team.
