A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
AN EVALUATION OF TEACHERS', STUDENTS', AND PARENTS' PERCEPTIONS OF THE IMPLEMENTATION OF A MIDDLE SCHOOL MODEL PROGRAM
Joseph 0. Padasak, Jr., Ed. D.
December, 1998

RETURN
edited 12/21/00

 


ABSTRACT

This study investigated the perceptions of teachers, students and parents of the effects on the implementation of a program to reform a middle school. Thirty-five teachers were studied prior to the first year of implementation. In addition, students and parents were surveyed at the conclusion of the first year.

This study was based on the interpretation of middle level practices used from the 1970's to the present time. A 1989 report issued by the Carnegie Corporation's Council on Adolescent Development (Turning Points) stated that the characteristics and needs of young adolescents call for changes in both the structure and practice of their educational experience. This Turning Points plan was organized around eight core principles. These continue to form the common framework for research on middle level reform.

Research and experience over the decade of the 1990's and early 1990's (George, 1993) indicate that there has been a close correlation between the longevity of quality middle school programs and the degree to which the members of the school staff possess what might be described as a compassionate understanding of the characteristics and needs of the learners in the school. Felner's 1994 research strongly supports the view that highquality schooling can make a profound impact on the achievement, mental health, and social behavioral functioning of students who are often left behind and for whom there is typically a sense that school cannot make a difference in their lives. These students move through adolescence at a time when the "demands, expectations, risks and temptations seem both more numerous and complicated than they were only a generation ago" (p - 2 1).

This study was based on the "Exemplary Middle School" model put forth by Paul George (1993). The Exemplary Middle School program is based upon research from the 1960's to the present. It is comprehensive in scope including a discussion of the characteristics and needs of adolescents, and includes a detailed explanation of exemplary middle school practices that best meet those needs. George developed this model by using experience and knowledge, the recommendations of other middle school educators, and the literature on middle school education. He identified more than 100 middle schools throughout the United States, Canada, and beyond as being representative of exemplary practices.

In this study qualitative and quantitative data-gathering and analysis methods was utilized. Qualitative data was gathered from records being used in operating the middle school. Quantitative data was gathered from survey instruments designed to gather data from teachers, parents, and students. The teacher data was gathered before and during implementation, while the student and parent data was analyzed after year one of implementation.

Information gathered in this study concluded that - the primary focus of Hamburg Area Middle School is on the learners and their many unique needs and interests, this school is uniquely planned, staffed, and operated to provide a program of study that is focused on the rapidly moving and changing learners in transition from childhood to adolescence. The curriculum includes three areas of personal development, communication, and learning with basic knowledge areas.

Parents believed that the total school programming and environment is conducive to effective learning. Students perceived the total school environment as promoting selfesteem and self- concept. However, they perceive the schedule to be restrictive in their academic offerings. Finally, teachers believe that the benefits of this middle school include; a close working relationship with their peers, positive parental communication, open communication on common problems, collaboration, personal control of student behavior, and flexibility in subject matter scheduling.

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