Title page for ETD etd-183114349761221

Type of Document Dissertation
Author Dutrow, Anita Marceca
Author's Email Address mxrt72b@prodigy.com
URN etd-183114349761221
Title Transitioning Students to the Middle school: a Case Study
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Biermann, Melanie J.
Gatewood, Thomas E.
Glasson, George E.
Murphy, Susan
Lewis, Mary Ann Committee Chair
  • Middle Schools
  • Special Education
  • General Education
  • Curriculum and Instruction
Date of Defense 1997-04-21
Availability unrestricted

The purpose of this study was to describe how students

moving from a school for students with learning disabilities

to a regular public school classroom adjusted to the new

school setting. The questions guiding the study were

derived from issues identified by Dweck and Elliot in

Fisher and Cooper (1990) as important to students when

they change schools. The guiding questions are: What are

the education settings in each school and how does the

student adjust to the differences? How does the student

react to the presentation of structured, sequential

instruction in one school and to varied instructional

techniques in another? What is the student's relationship

with the teachers in each school? What is the student's

relationship with peers in each school? Three students

participated in this case study. They were observed and

interviewed in both the private and public school settings.

Data include school histories, academic records,

observations and interviews. Student observations took

place in classes, school hallways and while they

participated in school programs. Interviews were

conducted with the students, their parents and their

teachers in both schools. The findings of the data analysis

indicated that when the students changed schools they

adjusted easily to the larger school setting and to the new

instructional methods. Two of the students worried about

grades and their academic progress in both settings and

were able to find ways to meet their learning needs in their

new environment. The three students described themselves

as being happy, making friends and establishing

relationships with their teachers within the first six weeks in

their new school. Suggestions for further research include

following these students for a longer period of time.

Another study might compare the school experience of

students with similar learning characteristics who are not

considered to be students with a learning disability.

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