A Framework for Successfully Transitioning Students Into the Middle Grades

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
Brendan Gartner (Creator)
East Carolina University (ECU )
Web Site: http://www.ecu.edu/lib/

Abstract: This Problem of Practice dissertation addresses the need for an elementary to middle school transition program in a school district in eastern North Carolina. To develop this program , district end-of-grade assessment results and suspension data was collected and feedback was amassed from district students , their caregivers , teachers , and school administrators. Input from students and their caregivers was gathered through a series of online questionnaires. Teacher data was collected via an online survey and school administrator feedback was gathered using a focus group interview. Stakeholder feedback was coupled with theories and strategies available through the body of literature surrounding middle school transitions to create the framework for a comprehensive middle grades transition plan that addresses the needs of stakeholders unique to this district. The developed framework provides mandatory activities for district schools to undertake along with recommended research-based strategies to assist schools in implementing the required elements of this transition plan. Recommended strategies for students , their caregivers , and teachers include suggested programs to be undertaken prior to students transitioning from grade five to grade six , programs to offer during the summer between elementary and middle school , and suggested strategies to implement once students have started in the middle grades. The study concludes with recommended changes to practice and policy specific to this district in order to provide students with additional transitional supports.

Additional Information

Language: English
Date: 2018
Middle Grades, Transition

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TitleLocation & LinkType of Relationship
A Framework for Successfully Transitioning Students Into the Middle Gradeshttp://hdl.handle.net/10342/6905The described resource references, cites, or otherwise points to the related resource.