The impact of selected variables on the transition from eighth grade to ninth grade in a suburban school district /
The primary purpose of this study was to examine the impact of selected variables on the transition from eighth grade to ninth grade in a suburban school district. The factors investigated were academics, attendance, and discipline. A secondary purpose of the study was to evaluate the impact of e...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=726445341&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The primary purpose of this study was to examine the impact of selected variables on the transition from eighth grade to ninth grade in a suburban school district. The factors investigated were academics, attendance, and discipline. A secondary purpose of the study was to evaluate the impact of ethnicity and gender on the transition from eighth grade to ninth grade in a suburban school district. The study focuses on the perceptions of high school students in the tenth grade regarding their transition to high school. Respondents shared the view that grades decreased in ninth grade, along with attendance. There was strong support among the respondents for allowing more time for completing homework. Students reported having an increase in responsibility in ninth grade. The respondents also shared the view that more individual instruction was needed from teachers. The perception from all students indicated that tardies were a dominant problem. Discipline problems in the hallways were also identified as a dilemma of great concern. Findings of the study include: - Over seventy percent (73) of students reported having more homework in ninth grade. - Almost all students, regardless of ethnicity, gender, or academic grouping, reported that they received less individual instruction in ninth grade. - Sixty-eight percent of students reported that their classes were more difficult to locate in ninth grade. - Tardiness is a major problem regardless of ethnicity, gender, or academic grouping. - African-American and Hispanic students have more problems related to discipline than other ethnic groups. - All students regardless of ethnicity and gender reported that their grades were better in eighth grade. - School safety was not an issue for students regardless of ethnicity, gender, or academic grouping. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xx, 189 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 170-176). |