Educating the Whole Middle School Student: Creating a Balanced School Structure
Graduation Date
Spring 2004
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
The purpose of this project is to recommend a new middle school structure design within the California public school system which supports three major developmental needs of the middle school student: cognitive, social, and emotional development. The compiled data came from three middle schools in the San Francisco North Bay. A total of 41 teacher questionnaires and 1305 student questionnaires were completed. Each middle school includes grades sixth, seventh, and eighth. The student questionnaires collected quantitative data only. The teacher questionnaires collected both quantitative and qualitative data. The statistical findings are significant due to the large number of completed questionnaires. The findings support the existing literature. Further implications include the impact teachers have on students and addressing the teachers’ role. A change in the systematic structure is of great value to the students, teachers, and community. An adjustment in the school calendar, school start and end time, time provided during the day and year for teachers to connect with students, plan curriculum, and analyze student work, as well as a number of other recommendations support the cognitive, social, and emotional development of early-adolescence.