Skills needed by beginning middle school teachers as perceived by selected Texas middle school administrators, counselors, and teachers /
students between the ages of ten and fifteen years has surfaced throughout the country in the last decade. In 1989, the Carnegie Council on Adolescent Development completed an eighteen-month study that resulted in the publication of Turning Points.. Preparing American Youth for the 21st Century, whi...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733038201&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | students between the ages of ten and fifteen years has surfaced throughout the country in the last decade. In 1989, the Carnegie Council on Adolescent Development completed an eighteen-month study that resulted in the publication of Turning Points.. Preparing American Youth for the 21st Century, which called for a fundamental transformation of the education of young adolescents. The report described the time of young adolescence from the ages of 10 to 15 as being the turning point for many, and that experiences in the middle school may be their last best chance to avoid a diminished future. This brought a monumental challenge to middle school educators--one that many were not prepared to undertake without the development of new skills. The purpose of this study was to identify essential skills recommended by research for middle school teachers, to survey administrators, counselors, and teachers from selected member schools of the Texas Mentor School Network, to analyze their perceptions of the importance of the recommended skills, and then determine if the three groups surveyed agreed on the importance of the skills. The respondents were asked to rate the following nine skills as to their importance'. 1) Understanding early adolescent development 2) Planning, implementing, and evaluating interdisciplinary programs/services 3) Understanding students with cultural and language diversity 4) Understanding teacher-based guidance skills 5) Involving family members and community resources in the education of adolescents 6) Implementing a variety of developmentally responsive instructional and assessment techniques 7) Understanding the content area which they are teaching 8) Developing educationalprograms to address needs of adolescents within the content areaWorking successfully on interdisciplinary teams. Descriptive statistics and a nonparametric test, Chi-square for Independent Samples, were used to analyze and report the data collected from the survey. As a result of the study, the researcher determined that the respondents agreed that the nine recommended skills were of average or extreme importance. Administrators, counselors, and teachers were in agreement on the importance of all skills, except the necessity of teachers understanding students with cultural and language diversity. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xii, 155 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 144-147). |