A STUDY OF MIDDLE SCHOOL PROGRAMS TO DETERMINE THE CURRENT LEVEL OF IMPLEMENTATION -. OF EIGHTEEN BASIC MIDDLE SCHOOL PRINCIPLES Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY JACK D. RIEGLE 1971 \III9IIIII III III III IIIIII IIII II II IIIII IIII II III IIIII IIII 15; LIBiv y hAkflngaL- 1“: Universr :y This is to certify that the thesis entitled A STUDY OF MIDDLE SCHOOL PROGRAMS TO DETERMINE THE CURRENT LEVEL OF IMPLEMENTATION OF EIGHTEEN BASIC MIDDLE SCHOOL bPRINCIPLES presentedb Jack D. Riegle has been accepted towards fulfillment ' of the requirements for PhoDo 419336 in Educational Administration Date _April 30L 1971 07639 I ”fl? '0 1““ A N I -;.-;. ,9 ' ~ ‘4 ; ,3. .‘_ min; I um)?” J ! OVERDUE FINES: 25¢ per day per iten RETURNING LIBRARY MATERIALS: Place in book return to renove charge from circulation records ABSTRACT A STUDY OF MIDDLE SCHOOL PROGRAMS TO DETERMINE THE CURRENT LEVEL OF IMPLEMENTATION OF EIGHTEEN BASIC MIDDLE SCHOOL PRINCIPLES By Jack D. Riegle The middle school came into being after approxi- mately six decades of Junior high school organizational experience. The 1960 to 1970 decade was the decade during which the middle school concept became the middle school movement. By the year 1968 over 1200 middle schools were operating in this country. Coinciding with the growth in numbers of middle schools was the growth in amounts of lit- erature pertaining to this topic. The purpose of this study was to identify the basic middle school principles that were frequently expressed in the literature and to determine the degree of application middle schools in Michigan and in a selected national sample were making of these principles. From a review of the literature, a list of fre- quently mentioned principles of middle school education was compiled. This list was sent to five authorities noted for their expertise in the area of middle school education. They were asked to critique the list of selected basic prin- ciples and to suggest additions, deletions, and modifications Jack D. Riegle as they saw fit. Based upon their critiques a final vali- dated list of 18 basic middle school principles was com- piled.l These basic middle school principles focused attention upon the areas of: continuous progress programs, use of multi-media, flexible scheduling, provisions for student social experiences, provisions for student physical experiences, intramural activities, team teaching applica- tions, programs for planned gradualism, exploratory- enrichment opportunities, guidance services, independent study programs, basic learning skills extension, creative experiences, programs to provide student security factors, student evaluation practices, community relations, student services, and auxiliary staffing. A survey instrument seeking data related to the application being made of the 18 basic middle school prin- ciples was sent to all schools in Michigan housing grades above four but below nine. The same survey instrument was mailed to four arbitrarily selected schools outside the state of Michigan that had received national recognition in the literature as exemplary middle schools. Survey forms were returned by 72.1 per cent of the three-grade middle schools in Michigan, 83.3 per cent of the four—grade middle schools in Michigan, and by all four of the schools in the selected national sample. Mean scores, variances, and mean percentages of the maximum possible score yielded by the survey form were Jack D. Riegle calculated on each one of the 18 principles for each sample of schools in the study. These scores were tabled and com- parisons between groups were made on the basis of mean per- centage scores. Generally, the findings and conclusions of the study were as follows: (1) The rapid increase in the number of schools labeled as middle schools has not been accompa- nied by a high degree of application of those principles considered by authorities in the field to be basic to middle school education; (2) An overall 46.9A per cent application by middle schools in Michigan as measured by the survey instrument used in this study and a 64.9 per cent applica- tion by the national sample when measured on the same basis; (3) The number of grades housed in a middle school was not a significant factor in determining application of middle school principles. In general both three-grade and four- grade middle schools in Michigan have implemented the basic principles of middle school education to a minor degree; (A) While a high degree of agreement exists among authori- ties in the field regarding what constitutes basic middle school principles, the degree of application of these prin- ciples and the wide variation in levels of application pro- vide evidence of a failure by the leadership of the middle schools of Michigan to implement the principles proclaimed by the authorities; (5) A few middle schools in Michigan demonstrated application of the basic middle school Jack D. Riegle principles to a degree equal to that level achieved by the four selected exemplary schools included in the study. In general, the study revealed results indicating that middle schools in Michigan could provide improved middle school programs by increased study and application of the middle school concepts presented in the literature. A STUDY OF MIDDLE SCHOOL PROGRAMS TO DETERMINE THE CURRENT LEVEL OF IMPLEMENTATION OF EIGHTEEN BASIC MIDDLE SCHOOL PRINCIPLES By I If. .2 99:999w Jack DOIRiegle A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Education 1971 ACKNOWLEDGMENTS My sincerest respect to Dr. Romano, who served as my chairman and who provided far more help than any student could reasonably expect. His never-failing enthusiasm served me well, and I am grateful. I wish to acknowledge the help provided by the mem- bers of my committee, who were Dr. Richard Featherstone, Dr. Charles Blackman, and Dr. Orden Smucker. This thesis is dedicated to the other "Riegles," Nancy, Bill, Tom, David, and Lori, who all gave up so much in order that I might realize this moment. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . . . . . . . . . v LIST OF APPENDICES . . . . . . . . . . . . . . . . . . V1 Chapter I.’ THE PROBLEM. . . . . . . . . . . . . . . . . . 1 Introduction . . . . 1 Statement of the Problem . . . . . . . 1 Need . . . . . . . . . . . . . . . 2 Definition of Terms. . . . . . . . . . . . . 3 Assumptions of the Study . . . . . . . . . . A Limitations of the Study . . . . . . . . . 5 Objectives of the Study. . . . . . . . 3 . . 6 Objective I. . . . . . . . . . . . . . . . 6 Objective II . . . . . . . . . . . . 6 Objective III. . . . . . . . . . . 6 Objective IV . . . . . . . . . . . . . . . 6 Objective V. . . . . . . . . . . . . . . . 6 Objective VI . . . . . . . . . . . 7 Procedures for Analysis of Data. . . . . 7 Overview . . . . . . . . . . . . . . . . . . 9 II. REVIEW OF THE RELATED LITERATURE . . . . . 11 A Brief History of the American Middle School. . . . . . . . . . . . . . . 11 Pertinent Characteristics of Transescent Youth. . . . 16 Middle School Program GOals and Methods. . . 20 Review of Related Studies. . . . . . . . . . 26 Summary. . . . . . . . . . . . . . . . . . . 37 III. DESIGN OF THE STUDY. . . . . . . . . . . . . . AO Introduction . . . . . . . . . . . . . . . A0 Source of the Data . . . . . . AO Selection and Validation of Basic Middle School Principles . . . . . . . . A1 111 Chapter Instrument Employed. . . . . . . . . Procedures . . . . . . . . . . Objectives to Be Measured. . . Summary. . . . IV. ANALYSIS OF THE DATA . . . . . . . . . . Objective I. . . . . . . . . . . Objective II . . . . . . . . . . . Objective III. . . . . . . . . Objective IV . . . . . . . . Objective V. . . . . . . . . Objective VI . . . . . . . . Summary. . . . . . . . . . . V. CONCLUSIONS. . . . . . . Summary. . . . . . . . . . . . . . . . Findings . . . . . . . . . . . . . . . Objective I. . . . . . . . . . . . . Objective II . . . . . . . . . . . . Objective III. . . . . . . . . . . . Objective IV . . . . . . . . . . . . Objective V. . . . . . . . . . . . . Objective VI . . . . . . . . . Conclusions. . . . . . . . . . . Recommendations for Further Study. Reflections. . . . . . . . . . . . APPENDICES . . . . . . . . . . . . . . . BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . iv Page A2 A6 A8 A9 50 50 5A 55 56 57 58 59 6O 6O 62 62 63 6A 6A 65 66 67 68 7O 76 99 Table 3.1 -A.l A.3 A.A A.5 A.6 5.1 LIST OF TABLES Page A Listing of the 18 Middle School Principles Studied in This Dissertation. . . . . . . . . A3 Data Relating to the Number of Schools Contacted in Each Sample, Number of Responses Received for Each Sample, and the Percentage of Total Represented by Responses Received. . . . . . . . . . . . . . A7 Report of the Numbers of Questions Included in the Questionnaire to Collect Data on Each of the 18 Validated Middle School Principles. . . . . . . . . . . . . . . . . . 51 Report of the Mean, Variance, and Mean Percentages for Samples of Middle Schools in Michigan . . . . . . . . . . . . . 53 Report of the Mean, Variance, and Mean Percentage for the Four-member National Sample . . . . . . . . . . . . . . . 5A A Comparison of Mean Percentage Scores Achieved by Middle Schools in Michigan and Those Achieved by a Selected National Sample of Exemplary Middle Schools. . . . . . 55 Maximum Scores Yielded by the Survey Instrument for Three—grade and Four- grade Middle Schools. Mean Scores Achieved by Three-grade and Four-grade Middle Schools in Michigan. . . . . . . . . . 56 Maximum Scores Yielded by the Survey Instrument for Three-grade Middle Schools and the Achieved Mean Scores of the Sample of Exemplary Middle Schools . . . . . . . . . . . . . . . . . . . 58 A Sample Format for Presenting the 18 Middle School Principles and the Implications for Their Adoption . . . . . . . 71 V LIST OF APPENDICES Appendix Page A. Middle School Principles . . . . . . . . . . . 76 B. The Questionnaire. . . . . . . . . . . . . . . 80 C. Middle School and Related Experiences of Validators. . . . . . . . . . . . . . . . 96 V1 CHAPTER I THE PROBLEM Introduction During the past decade the number of middle schools in the United States has increased rapidly. In 1969 there were more than 125 schools in Michigan housing some or all of the grade levels above four and below nine. These schools provided educational programs for the children com- monly referred to in the literature related to middle schools. Educational journals, books, research bulletins, and other printed materials pertaining to the various aspects of the middle school program have continued to increase in num— ber. At present little information is available that relates to the degree of relationship that exists between the theoretical middle school principles as presented in the literature and the operational programs currently function— ing in the middle schools of Michigan. Statement of the Problem The problem examined in this thesis is the degree of implementation which existing middle school programs have 1 made of certain basic middle school principles, as they have been identified by authorities in the field. N_e_e_c1 If more deliberate and comprehensive planning is not utilized now, the middle school movement soon may duplicate the junior high school and thereby Simply compound the prob— lems of educational programming for transescent youth. The need exists for studies that analyze current middle school practice and the relationships that exist‘between this prac- tice and the basic concepts that have been developed for middle school education. Today's interest in a new middle school stems, in part, from dissatisfaction with what the junior high school has become.1 If the middle school program, as developed in the literature, is to be an improvement over the controver- sial junior high school, there is a need for studies that will provide educators with information concerning current progress in the field and directions for future study. This study seeks to provide a partial report of how much application of the basic theory relating to middle school programs exists currently in the middle schools of Michigan and in selected outstanding, national middle schools. This study will provide an indication of whether lWilliam Alexander, The Emergent Middle School (New York: Holt, Rinehart and Winston, Inc., 1968), p. A. the implied concern of Alexander,2 that middle school pro- grams will duplicate existing junior high school programs rather than implement middle school goals, is well founded. or without foundation in current practice. Definition of Terms The definitions of terms which follow are presented to aid in the interpretation and understanding of this study and to facilitate any future replications of this study that may be initiated. l. Transescent Youth: A child in the stage of growth and development that begins shortly prior to the onset of puberty and continues to early adolescence. Planned Gradualism: A series of planned curric- ular and organizational changes designed steadily and systematically to convert a student's educa— tional program from the single classroom design to the departmentalized design. Middle School: A school unit offering an edu- cational program for grades over four but below nine. Multi-media Approach: The use of a broad spec- trum of instructional materials to present a particular discipline. 2 William Alexander, "The Middle School Movement," Theory Into Practice, VII (June, 1968), p. 117. 5. Traditional Schedule: Establishment of rigid divisions of available instructional time that repeat on a daily basis or on an alternating basis. 6. Enrichment Experiences: Those courses that are available to interested students on an elective basis and whose content is organized to encour- age and develop the student's capacities in the creative fields of music, art, writing, speech, and others. 7. Continuous Progress Program: An educational program designed to facilitate academic progress by individual students according to their abil- ity to advance regardless of grade levels, peer group readiness, or other organizational limi- tations. This type of program is often referred to in the literature as a nongraded program. Assumptions of the Study This study assumes that the questions prepared and organized into a survey form were appropriate to measure the principles of middle school education selected from the lit- erature and validated by authorities in the field. It fur- ther assumes that the survey instrument was presented in a manner that allowed middle school principals to respond with their true perceptions in regard to the programs cur- rently Operating within their buildings. Limitations of the Study This study was limited to those schools in Michigan and in a small national sample that house children in grades above four and below nine. While the terms were carefully defined, a lack of consistency in responses might result due to the Wide range of experiences that the respondents rep- resent. The intent of the survey instrument was to measure the degree of application being made of the middle school principles selected from the literature. No measure of the effectiveness of this application was made or intended. Although the authorities as listed by the writer are considered to be leaders in their field, there could be people in the field of education who might question these authorities. The measurement instrument was reviewed by authori- ties in the field prior to use, but no norms exist for the scores and field test samples were not taken on the measure- ment instrument. Therefore, reliability indices were not available to validate the stability of the measurement tool. The study measures only current practice and no adjustments were made for schools operating curtailed or temporary programs. Objectives of the Study Objective I To measure the degree of application of 18 validated middle school principles by middle Schools in Michigan. Objective II To measure the degree of application of 18 validated 9middle school principles by four arbitrarily selected middle schools that have attained nationally recognized status as exemplary middle schools. Objective III To compare the degree of application of middle school principles made by the middle schools of Michigan with the results attained by the national sample. Objective IV To compare the mean scores of the middle schools in Michigan with the scores that the measurement would yield if all 18 middle school principles were being fully imple- mented. Objective’V To compare the scores of the middle schools in the selected sample of nationally recognized exemplary schools with the scores that the measurement instrument would yield if all 18 middle school principles were being fully imple- mented. Objective VI To provide an indication of the current level of middle school practice as it relates to the basic principles of middle school education as espoused in the literature and validated by authorities in the field. Procedures for Analysis of Data This study is concerned with the variations in degree of application of 18 basic middle school principles as they currently exist among three samples of middle schools and a controlled score that represents complete application of the principles. The three samples of middle schools include a sample of schools from the population of middle schools in Michigan that house three grades, a sam- ple of middle schools in Michigan that house four grades, and a sample of arbitrarily selected middle schools from a relatively small group of schools that have national cre- dence as exemplary middle schools. The controlled score was established as the score yielded by the measurement instru- ment when all criteria were met at the highest level on all survey questions. A list of middle school principles was extracted from the literature pertaining to the topic of middle schools. This list and a letter requesting a careful cri- tique of the items on the list were sent to Dr. Marie Elie, Dr. Nicholas Georgiady, Dr. Ann Grooms, Dr. Louis Romano, 3 The list of middle school priné and Dr. Emmett Williams. ciples was modified in accordance with the revisions sug- gested by these authorities. A survey instrument was constructed, reviewed by a research consultantLl at Michigan State University, and vali- dated as valid for the purposes of this study.' A survey form, cover letter, and a stamped return envelope were mailed to the principal of every school in the samples. One hundred thirty-six schools listed by the Michigan Department of Education met the criteria estab- lished for defining a middle school, and were mailed survey forms. The four schools in the national sample were mailed the same survey form with an individualized cover letter and return addressed, stamped envelope. The data received from all forms returned were coded and verified. A rotary calculator was used to perform the mathematical calculations required to yield sample sta- tistics. Mean scores and variances were calculated for each principle and for the total scores for each school for each sample. These 19 means were transformed to mean per- centages of the maximum possible scores for each principle and for the total score for each sample. 3See Appendix C. ”Research consultation provided by the Department of Research Services, College of Education, Michigan State University, Dr. Andrew Porter, Chairman. The above descriptive statistics were calculated I for all sample groups. Comparisons of these statistics with the controlled scores were used to indicate the amount of application for each of the 18 principles in each of the three samples; the mean percentage scores were used for comparisons between samples. Overview Chapter One has provided a frame of reference for the entire study. A statement of the problem examined in this study has been presented and the need fOr a study of this nature outlined. Terms important to the study have been defined and the basic assumptions of the study clari- fied. Several limitations of the study have been pre- sented and the objectives of the study listed, along with the procedures used for collecting and analyzing the data. Chapter Two presents a review of the literature directly related to middle school education and a partial review of pertinent related literature. From this review a history of the developmental stages of middle school edu- cation is outlined and the literature relating to basic middle school education is reported and compared. Char— acteristics of transescent youth, as presented in the writ- ings of authorities in the field, are reviewed, as are the reports of studies related to this study. 10 The research design and the procedures used to develop the design are described in Chapter Three. Details relating to the samples, the instrument, the raw data, the statistical methods employed, and the administrative pro- cedures used are outlined. An analysis of the data is presented in Chapter Four. Appropriate descriptive statistics are presented with the objectives of the study. A summary of the study with the significant find- ings outlined is presented in Chapter Five. Conclusions, implications, and suggestions for additional studies are included in this final chapter. CHAPTER II REVIEW OF THE RELATED LITERATURE The review of the literature begins with a brief history of the stages through which formal educational pat- terns for adolescents have passed, and a review of some of the reactions regarding the middle school concept expressed by professional educators. Intellectual, physical, social, and emotional char- acteristics of transescent youth are reviewed, followed by the literature pertaining to theoretical principles of mid- dle school program development and the methods used or suggested for use to put the theory into practice. Studies similar to this study are then reviewed, and the significant implications of the literature as they relate to this study are presented. A Brief History of the American Middle School Prior to the nineteenth century the popular span of public school experience began with grade one and ended with grade six. The second half of the 1800's brought legisla- tion requiring elementary education and a growing concern about secondary education. Charles Elliot, President of Harvard University, advocated school plans that would 11 12 enable students to enter high school at an earlier age. Elliot suggested a 7-12 secondary school. An active movement began in 1910 to develop a sep- arate program for pupils in grades 7-8 or 7-9. This move- ment sought to provide educational programs which would explore the academic and vocational interests and abilities of pupils for better guiding them into college or the labor market.1 Thorndike and Dewey had given the concept of a secondary—oriented program for the junior high school con- siderable credence. The junior high school became the accepted transi- tional unit between childhood education and later adoles- cent education.2 AS late as the 1930's the junior high school composed of grades seven through nine was still a combination which departed from the traditional.3 Follow- ing WOrld War II, appraisal of the tendency of the senior high school to push more academics into the junior high school curriculum and school drop-out statistics led to the concern that the 7-9 grade plan had become a terminal—type lRussel Wiley, "The Middle School--A New Plan" (an address given at the National School Boards Association Annual Convention, Minneapolis, Minnesota, April 23, 1966), p. 2. (Mimeographed.) 2Samuel Popper, The American Middle School: An Organizational Analysis (Waltham, Mass.: Blaisdell Publishing Company, 1967), p. xii. 3Stanley Sanders, "Challenge of the Middle School," Educational Forum, XXXII (January, 1968), p. 197. l3 secondary school.Ll The junior high school was becoming to a greater and greater degree a little senior high school. It had ceased to care for the developmental/educational needs of the junior high school-age pupils.5 Junior high schools were no longer an innovation. In fact, the junior high was no longer a departure from the traditional; it was the traditional.6 Parents complained that the junior high school was forcing their children to grow up too fast.7 Under this pressure educators began to look increasingly toward other patterns. Organizational patterns for the transescent student other than the seven through nine junior high school had existed prior to 1965 in many communities. In 1965 national attention was focused upon these schools by WoOdring's statement that "It now appears that the 6-3-3 plan, with its junior high school, is on the way out,"8 and by a report 9 from Educational Facilities Laboratories. Attention was “Wiley, op. cit., p. 2. 5 Ibid. 6Sanders, op. cit., p. 197. 7Paul Woodring, "The New Intermediate School," in Social Foundations of Education, ed. by Dorothy Westley- Gibson (New York: The Free Press, 1967), p. 235. 8Paul Woodring, "The New Intermediate School," Saturday Review, XLVIII (October 16, 1965). 9Judith Murphy, Middle Schools (New York: Educational Facilities Laboratories, 1965). 1A focused upon several schools using 5-8 and 6-8 patterns of organization. In spite of the fact that middle school organiza— tional patterns had existed since the 1950's, it was the nationally circulated writings of the 1960 decade that magnified the middle school concept into a national move- ment. Cuff10 reported in his study that by the 1965-66 school year AA6 school districts in 29 states were operat- ing A99 middle schools. Michigan was reported in this study to have 15 middle schools representing five separate school districts. By 1967-68 the middle school concept had grown to a point that over 1200 middle schools could be listed in the United States. Less than A per cent of these schools existed prior to 1955 and nearly 50 per cent of them were organized during 1966 and 1967.11 Middle school growth in Michigan reached a total of 137 schools by the 1969-70 school year. Reactions to the emergence of the middle school were many and varied. The Committee on Ounior High School Edu- cation, National Association of Secondary School Principals, reacted by proclaiming that a school encompassing grades 10William Cuff, "Middle Schools on the March," National Association of Secondary School Principals Bulletin, LI (February, 1967), p. 83. 11William Alexander, "Middle School Movement," Theory into Practice, VII (June, 1968), p. 119. 15 six through nine had greater merit than a school housing grades five through eight.12 Popperl3 described the middle school as an "institutional corruption" that was corruptive of both adolescent education and childhood education in the elementary. Jenningslu described the middle school move— ment as "the most unproductive yet to be encountered" and indicated it constituted an "educational hobby horse." Positive positions were taken by many educators also. Nickerson15 voiced the feelings of several educators when he suggested that after a 50-year trial the junior high school was still faced with many vociferous complaints and that now was the time to regroup for another try at early adolescent education by reorganizing around the middle school concept. Meade wrote that the middle school would be justified if it provided a launching pad for some new methods that would develOp the natural curiosity and non- conformity of children.16 Eichhorn stated his view of the 12"Recommended Grades or Years in Junior High or Middle Schools," National Association of Secondary School Principals Bulletin, L (February, 19677, p. 69. 13Samuel POpper, "What About the Middle School?" Today's Education, LVIII (November, 1969), p. 52. 1“Wayne Jennings, "The Middle School? N0!" Minnesota Journal of Education, XLVII (January, 1966), P. 73. 15Neal Nickerson, "Regroup for Another Try," Minnesota Journal of Education, XLVII (November, 1966), p.‘lA. 16David Meade, "Seventeen? No, Thirteen!" Minnesota Journal of Education, XLVII (November, 1966), p. 13. l6 emerging middle school by describing it as an alternative to the junior high school which promises to bring the needed focus to this special period of growth and development in a child's life.17 While many school administrators, teachers, college professors, and professional organizations have remained ambivalent about the middle school, the quest for improved education for transescents has continued to center on the middle school in an increasing number of communities. Alexander stated the case for the middle school when he said, "The true rationale of the emergent middle school is rooted positively in the nature of the child and his devel- 18 opment." Pertinent Characteristics of Transescent Youth The developmental stages and the time in a child's life between childhood and adolescence are called transes— cence. A growth spurt takes place, sexual maturity is realized, mental processes reach toward an ability to deal in the abstract, social values and interests transfer to the peer group to a greater degree, and self-concept becomes a highly impressionable inner concern as the child seeks to mold his personality. Psychologically, adolescence is a l7Donald Eichhorn, "Middle School Organization: A New Dimension," Theory Into Practice, VII (June, 1968), p. 111. 18William Alexander, "The New School in the Middle," Phi Delta Kappan, L (February, 1969), p. 356. 17 period of time during which a youth acquires an identity. He narrows and focuses his personal, occupational, sexual, and ideological commitments.l9 Transescent youths are sequentially on the same biological pattern that children in this stage of develop- ment have always followed. There is evidence that the gen- eral pattern of development occurs at an earlier age now than in previous generations.' While different Changes do not follow the same sequence for all individuals, and a wide range of time variations in development may exist between individuals, it is true that in general today's adolescents are more precocious and more complex.20 They mature earlier and grow taller than their parents did.21 Today's transescent youth differs from transescents of earlier generations in his rate of social development to a far greater degree than he differs from his earlier coun- terpart in physical development. Coleman22 spoke of the more sophisticated adolescent in a society that seeks to promote early sophistication. 19Robert Havighurst, "Lost Innocence," National Association of Secondary School Principals Bulletin, XLVII (April, 1965), p- 1. 20Ibid., p. 2. 21Margaret Mead, "Early Adolescence in the United States," National Association of Secondary School Principals Bulletin, XLVII (April, 1965), p. 9. 22James Coleman, "Social Change, Impact On the Adolescent," National Association of Secondary School Principals Bulletin, XLVII (April, 1965), p. 1A. l8 23 Bauer wrote that we must consider the adolescent to be not essentially different from his predecessors, but we must consider rather those changes which make him appear different from adolescents at other times, in other set- tings. A child is a product of his environment and the early social exposures that transescents have received have influenced their actions. Young adolescents today are bored. They have received too many slight and superficial communications about almost everything.2u Transescents are pushed by parents, commercialized by mass media, and pressured by peer group and other forces into becoming miniature adults. Mead25 points out that appropriate experiences and attitudes of the early teens are pair friendships with members of their own Sex, a just- emerging recognition that the other sex can be interesting after all, admiration and emulation of adult heroes, an enormous curiosity about the world, curiosity about their own bodily responses, and a shifting sense of identity. Today's early adolescent is slightly larger; has better nutrition; is physically healthier; is more sophisti- cated; and has greater mobility, more freedoms, and more 23Francis Bauer, "Causes of Conflict," National Association of Secondary School Principals Bulletin, XLVII (April, 1965), p. 18. 2“Mead, op. cit., p. 7. 25 Ibid., p. 8. 19 money than his age group ever enjoyed prior to this time. He also is a child under greater social pressure, with less family-based security, bombarded by pressures from commer- cialism, and often confused by the conflicting values of a complex, industrialized society. He is a child who is uncertain about his own identity, confused about his role, and in general feels out of step with the world. Stone26 described the dominant feeling of the adolescent's self- concept as a feeling of being out of step: with one's peers, with adults, with one's ideals, and with one's own body. Today's adolescent has been robbed of his childhood. He has been forced into being a young adult when his depen- dency needs are still strong. The early adolescent needs and seeks direction. He strives to change confusion, inde- cisiveness, and insecurity into a plan of action that fits his idealistic nature. Schmuck's study regarding the con— cerns of adolescents revealed their anxiety about parents, teachers, and peers. Adolescents complained that parents would not listen to them, thought they were silly, didn't trust them, allowed them no privacy, and didn't respect them. These adolescents reacted to teachers by indicating that they felt teachers did not know them, did not care about them, and further that teachers were not always 26L. Joseph Stone, Childhood and Adolescence (New York: Random House, 1957), p. 302. 2O fair.27 Today's early adolescent is a people-oriented per- son who is concerned with what people think about him and is anxious to be liked by others. The middle school student is in the midst of finding out who he is and what he is. This is a complex time of life and the school that serves him must be concerned with his total being. Middle School Program Goals and Methods The middle school program is based on principles that are remarkably similar to the basic tenets used to justify the junior high school. The methods used to obtain the middle school goals differ from those proposed for the junior high school. A broad exploratory program is recommended by nearly all of the educators who have written materials related to middle school programs. Marshall28 stated that a cognitive program was not enough. He indicated that social and emo- tional phases of schooling needed to be a part of the pro- gram. Eichhorn29 listed three areas for a comprehensive 27Richard Schmuck, "Concerns of Contemporary Adoles- cents," National Association of Secondary School Principals Bulletin, XLVII (April, 1965), p. 19. 28Doris Marshall, "A Comparative Study of Instruc- tional Policies of Middle Schools Administered Respectively by Elementary-Oriented Principals and Secondary-Oriented Principals" (unpublished Ph.D. dissertation, Michigan State University, 1970), p. AA. 29Eichhorn, op. cit., p. 112. 21 middle school program. First was the analytical facet that included the traditional areas of learning organized in a logical, sequential, and cognitive manner. Learning objec- tives should emphasize the transition from concrete opera- tions to the more abstract and the program should allow for individual progress. Eichhorn's second area was labeled as the "know thyself" area and related to the physical activi- ties, social activities, and the counseling programs. His concluding area was the "self—expression" component, which called for a wide range of practical and fine arts activi- ties. Concepts around which the middle school program should be developed were explained by Atkins when he wrote that the uniqueness of the middle school is not so much a matter of organization, of courses, of grouping, of sched- ules, or of staffing as it is a matter of attitude, of 30 An expectation, of sensitivity, and of perception. emphasis on utilization of knowledge rather than on mastery of knowledge was presented by Atkins as a basic goal of the middle school.31 He wrote that the middle school program should feature four learning situations: diagnostic teach- ing, indiVidualized instruction, self-direction, and learner- centered evaluation.32 Atkins called for the middle school 3ONeil Atkins, "Rethinking Education in the Middle," Theory into Practice, VII (June, 1968), p. 118. 311bid., p. 119. 32Ibid. 22 to help students with their concept of self by gradually removing institutional restraints on movement, use of mater- ials and equipment, and prescriptive behavior. This was presented as a method to help promote recognition of power of competence, to promote inquiry, and to encourage natural curiosity.33 Alexander and Williams3u listed three major middle school program phases. Phase one, the "learning skill phase," called for an expansion and continuation of the pro- gram of basic learning skill development started in the ele- mentary school. Phase two covered the "general studies phase," which included social studies, mathematics, science, practical arts, fine arts, literature, and others. Phase three was labeled the "personal development phase" and included the social and physical growth programs, indepen— dent study areas, and other experiences that fulfill per- sonal needs. Goals for the middle school were listed by Curtiss35 as mastery of individual learning skills in order to make better-equipped scholars, accumulation of knowledge neces- sary to participate in and contribute to our society, and 33Ibid. 3LlWilliam Alexander and Emmett Williams, "Schools for the Middle School Years," Educational Leadershi , XXIII (December, 1965), p. 221. 35Thomas Curtiss, "The Middle School in Theory and Practice," National Association of Secondary School Princi- pals Bulletin, LII (May, 1968), p. 137. 23 finally the exploration of areas according to individual— ized needs and desires of students. A sound middle school program as outlined by Batezel36 included gradual transition from self-contained claSsroom education to departmentalized organization--an ‘organization that provided each student with at least one teacher whom he knew well and who knew him well. It also included a program organization flexible enough to meet the needs of the students and finally a program that pro- vided the child an environment where his needs were most important. The middle school program goals clearly centered around the needs of the students for whom the program was being developed. Alexander37 summarized the basic motiva— tion of the middle school when he wrote that "its program is planned for a range of older children, preadolescents and early adolescents and builds upon the elementary school pro- gram for earlier childhood and in turn is built upon by the high school's program for adolescence." The methods outlined in the literature for obtaining these goals included most of the innovations of the last decade. Team teaching, nongraded programs, independent 6 3 George Bateze19 "The Middle School: PhiloSOphy Program Organization," The Clearing House, XLII (April, 1968), p. A87. 37William Alexander, "The New School in the Middle," p. 356. 2A study, flexible schedules, grouping practices, instructional materials centers, and other innovations were commonly men— tioned in the literature. Alexander38 suggested all of the above methods in his writing related to the curriculum plan for the middle school. Several innovative features common to middle schools listed by Williams39 were team teaching, nongrading, flexible scheduling, programmed instruction, laboratory facilities, and a host of newer media. Technological developments in communicating knowledge have frequently been suggested for implementation into the middle school program. Williamsl40 wrote that human ele- ments must be retained and that the school must not become impersonal. He suggested that if a middle school used a laboratory to individualize, it must use a small group to socialize and an individual conference to personalize the meaning of school. Team teaching is a concept widely endorsed by mid- dle school proponents as a method to improve instruction, eliminate rigid schedules, and in some cases to remove the Carnegie Unit approach to program development. Various forms of team teaching have appeared in nearly all middle 38William Alexander, The Emergent Middle School (New York: Holt, Rinehart and Winston, Inc., 1968), p. 63. 39Emmett Williams, "The Middle School Movement," Today's Education, LVII (December, 1968), p. A2. uoIbid. 25 schools. "It is difficult to find a middle school that isn't using some form of team teaching."41 Nongrading is another innovation frequently found in the middle school. Nongrading a school often has proven to be a problem when an overemphasis developed on rate of progress.rather than on differentiated paths to different goals for individual learners.)42 Methods suggested by DiVirgiliol43 for middle schools, included varied and more materials, consultant service, in- service programs, lower pupil-teacher ratio, team teaching, and a co-curricular program organization that eliminated interscholastic athletics, marching bands, night activities, formal dances, honor rolls, and final exams. While no one pattern for middle school program imple— mentation has evolved, the following items have been sub- stantially and frequently mentioned in the literature: individualized instruction, team teaching, nongraded cur- riculum, exploratory experiences for students, block time or flexible scheduling, multi-media usage, planned gradual- ism, basic learning skills repair clinics or courses, coun- seling services, and an activities program appropriate to the ages of the students involved. ulIbid. ”21bid. LI3James DiVirgilio, "Switching from Junior High School to Middle School?" Clearing House, XLIV (December, 1969). p. 225. 26 Review of Related Studies The National Education Association conducted a study to determine the instructional organization and practices of middle schools.lM The report profiled 15A middle schools in 51 school systems. The study was limited to school dis- tricts with student enrollments no smaller than 12,000. Middle school concepts developed and surveyed by the National Education Association research staff were: (1) a span of at least three years to allow for the gradual tran- sition from elementary to high school instructional prac- tices (must include grades 6 and 7 and no grades below 5 or above 8); (2) emerging departmental structure to effect gradual transition from self-contained to departmentalized organization; (3) flexible approaches to instruction such as team teaching, flexible scheduling, individualized instruction, educational television, independent study, tutorial programs, and others aimed at stimulating children to learn how to learn; (A) required special courses in the arts, languages, exploratory fields, and urban living; (5) guidance programs; (6) staffing that represents both secondary and elementary training; and (7) limited attention AS to interschool sports and social activities. uuNational Education Association, Middle Schools in Action, Educational Research Service Circular (Washington, D. 5.: National Education Association, 1969). usIbid., p. 2. 27 Summary statistics reported in the study were docu- mentation that the seven basic essentials of a middle school listed above were being implemented in many of the 15A schools surveyed. One hundred twenty-six of the schools surveyed conformed to the prescribed grade range. Gradually increased departmentalization was apparent. Only three schools reported a totally departmentalized program in grade five and 105 schools reported such a program in grade eight. Ninety-two per cent of the respondents in the survey indi- cated the availability of guidance counselors, either on a full-time basis or a part-time basis. With no state offering special certification as a middle school teacher, the survey results pertaining to secondary and elementary training were listed in general terms. Most of the schools surveyed had both elementary certifiCated and secondary certificated teachers. The gen- eral pattern was grades five and six were taught by elemen- tary teachers, while grades seven and eight were taught by teachers with secondary certification. Interschool Sports were a part of the program in the majority of the middle schools reported. Grades seven and eight were most frequently listed for interschool sports, while intramural sports were most frequently listed for grades five and six. The flexible approaches to learning listed in the study and stated above were charted in the report of the 28 study.”6 The percentages of schools using the flexible practices increased with each grade level for all but one of the practices. The percentage for tutorial programs decreased as the grade levels increased. Among the reported results, the most significant finding appeared to be the use of teaching teams by more than half the schools reported. Small group instruction was listed by AA.6 per cent of the people who responded to the form, while 32.A per cent listed individualized instruc- tion practices in operation.L17 Forty-three of the 15A schools reported in this study listed 1968 as the first year of operation as a middle school, and another 25 schools were listed for 1967.u8 Forty-four schools were housed in facilities that were especially built for middle school purposes, while A6 were reported to be in traditional buildings. Eighteen were in former elementary facilities and 11 were in buildings orig- inally constructed for senior high school.49 Sample data reported in this study represent slightly more than a 10 per cent sample of the middle schools in the country and therefore provide a basis for the inductive inference that middle schools are implementing many of the u6Ibid., p. 7. u7Ibid., pp. 7-8. 48Ibid., p. 3. ”91bid., p. 10. 29 innovative techniques designed to make the school program highly individualized and flexible. The results of several studies have been reported by VanTill, Vars, and Lounsbury.50 They have been included in this report because the final survey result of the group of studies reported by these men included direct reference to the middle school, and also because their studies offer comparative information. In the mid-1950's Lounsbury51 submitted to two groups an Opinionnaire regarding junior high school education. Over 200 randomly selected junior high school principals constituted one group, and 57 educational leaders who were members of the Association for Supervision and Curriculum Development and who had no employment relationship with junior high schools made up the second group. Each person was asked to provide a rank order for functions of the junior high school. Fifteen functions that were given the highest composite rank order were reported. 1. To make possible a program more suited to the nature of early adolescents. 2. To provide experiences in sharing, the acceptance of responsibility, and self direction. 3. To discover the aptitudes, interests and capacities of individual pupils by testing, counseling and exploratory work. A. To provide socializing experiences through social activities, group work, and other informal situa- tions. _50VanTill, Vars, and Lounsbury, Modern Education for the Junior High School (Indianapolis, Indiana: The Bobbs— Merrill Company, 1967). 51Ibid., pp. 31—32. ll. 12 13 1A 15. 30 To enrich the program of the seventh and eighth grades by providing shops, laboratories, and other special features. To continue common education and provide better for the integration of varying educational experiences. To provide more adequately for guidance and coun- seling. To make possible a gradual transition from elementary school conditions and practices to those of the high school. To improve the holding power of the schools, reduce drop-outs. To provide opportunities for seventh and eighth grade pupils to participate in extracurricular activities such as clubs, teams, etc. To provide prevocational training, orientation, and exploration. To reduce the retardation and failure of pupils. To provide for the exploration of various subject and interest areas through short-term or try-out courses. ' To make possible a gradual introduction of the elective system. To provide special classes for retarded and/or advanced pupils.52 Revealed in this study was the rejection of several functions that were originally put forth to justify the ju— nior high school. The least acceptable functions were found to be: 1. \0 GJNIQUT-l: DUN To effect economy in time through earlier college preparation. To provide for homogeneous or ability grouping. To provide vocational training for early school leavers. To promote by subjects rather than by grade level. To effect financial economy. To provide for departmental teaching. To effect economy in time by eliminating duplication. To provide for early differentiation in pupils' programs. 53 To segregate early adolescents. 52Ibid. 531bid., p. 32. 31 After conducting the above-mentioned study and sev- eral others, reviewing the literature, and examining current practice, the authors published the following conclusions in 1967: The authors believe the junior high school or middle school should include the following: 1. 10. ll. l2. 13. A school for the junior high school years should have a separate identity as an institution, include at least three age- or grade-levels, and embrace the years during which the vast majority of pupils reach puberty. The plant, equipment, and supplies for the educa- tional program of the junior high school years must be adequate for the task, and be designed in terms of the special characteristics and needs of young adolescents. The junior high school should be staffed with dedi- cated and highly qualified men and women especially trained for work with young adolescents. Scheduling and administrative routines should be adaptable and flexible. Junior high schools should constantly strive to be on the growing edge of the profession. Students Should have opportunities to come to grips with pressing social realities of the times. Students should receive help in meeting their personal—social needs. Students should be helped to understand and practice democratic values, including reliance upon the method of intelligence. Students at all levels should participate in a structured core program that deals with significant centers of experience or problem areas. Block-time scheduling and interdisciplinary team teaching represent major steps toward this goal. Students should grow in ability to use the language arts through abundant Opportunities to read, write, speak and listen. Studenonts should acquire the social understandings, competencies, and attitudes essential for democratic citizenship. Students should acquire the mathematical understand— ings and competencies essential for intelligent citizenship. Students should acquire a basic understanding of the natural world and of modern scientific technology. 32 1A. Students should have many experiences with arts and crafts, literature, homemaking, industrial arts, and music. 15. Students should participate in a comprehensive health and physical education program. 16. Students should have access to a variety of elec— tive courses that are appropriate to the needs of young adolescents. 17. Students should have access to a rich variety of cocurricular activities. 18. A full range of guidance services should be avail- able to every student. 19. Individual abilities, needs, and achievement should be determined by a carefully planned and co- ordinated program of testing and evaluation. 20. Students should have access to remedial help in the basic skills. 21. Students should be taught through a wide variety of teaching methods and instructional materials. 22. Assignment of students to class sections should be based on careful consideration of all pertinent factors in the situation. 23. Every student should progress continuously through school. Flexible scheduling and nongraded programs are valuable means to this end.SLI Marshall55 reported in his study of 82 middle schools in Michigan that all of them offered a wide variety of basic skills and exploratory courses. Fifty—five per cent of the schools reported team teaching of one design 56 or another. A similar percentage reported independent study programs in Operation. Flexible scheduling was not reported by many schools, and 80 per cent listed a traditional schedule with no time variations in period length.57 SLIIbid., pp. 5A6-558. 55Marshall, Op. cit. 56 57Ibid., p. 97. Ibid., p. 96. 33 Marshall reported that 80 per cent of the schools reporting had school dances. Measured by modes, the typi- cal activity program was reported to be four hours per month in length and to involve less than one-half of the student body and less than one-fourth of the teaching staff.58 Intramural activities were provided in 75 per cent of the schools reporting, physical education was provided in all of the reporting schools, and interscholastic ath- letics were listed by a wide majority of the principals who reported.59 Marshall summarized his findings with the following conclusions: 1. 2. All schools in both samples offered comprehensive courses in basic skills and exploratory experiences. Fifty-five per cent of the schools had team teaching programs. A school with a unidisciplinary team pro— gram generally had multidisciplinary teams, as well. Similarly, 55 per cent of the schools offered a var- iety of independent study programs. Self-contained lower grades and departmentalized upper grades were the most common grade organization pattern for both groups. Departmentalized programs for all grades accounted for approximately A0 per cent of the combined sample. No clear pattern of grouping pupils for classroom experiences emerged for either sample group. Departmental class period time modules were gener- ally fixed and of the same length for all courses in the schools of both groups of principals. Programs for social facilitation generally were pro- vided and were nearly identical in schools operated by both elementary-oriented and secondary-oriented principals. While elementary-oriented principals demonstrated a statistically significant greater involvement in 58Ibid., p. 99. 59Ibid., p. 101. 3A both programs for incoming elementary pupils and outgoing eighth grade pupils, the policies for both groups of principals provided for only limited programs. 8. Although almost one-half of the schools offered no sex education program, significant difference between the groups existed within the programs offered. Specific units taught exclusively by the staffs of the secondary-oriented principals con- trasted with the elementary-oriented principals' policy to integrate sex education with other units and to utilize both staff and specially trained lay people, such as physicians. 9. There was no evidence that any school had explicit policies for each pupil to be known well by at least one teacher. 10. Programs of interscholastic athletics were wide- spread throughout Michigan's middle schools, although they generally were limited only to the upper grade levels. 11. Intramural athletics programs existed in about 75 per cent of the schools and generally were avail- able for pupils at all grade levels, although the participants were predominately boys. 12. All schools had physical education programs, offer- ing an average of four hours of class time each week. 13. Policies for both groups of principals indicated that grades five and six reflected elementary school features in both structure and function, whereas grades seven and eight had many of the features of the secondary school. Michigan's middle schools have not emerged as a distinct educational organi- zation. 1A. That departmentalized programs, interscholastic athletics, and school dances represent lower grade level programs for a limited number of schools sug- gested the encroachment of secondary school concepts into middle school programs, much the same as was 60 the case with the junior high school A0 years ago. Following an in-service program that featured such consultants as Margaret Mead and Ann Grooms, the Grosse Pointe Public Schools, Grosse Pointe, Michigan, launched an action plan to convert their junior high schools into middle 60Ibid., pp. 102—103. 35 schools. A significant phase of this action plan was devoted to providing information to the residents of the community concerning what a middle school constituted. The principles of a middle school and their variations from junior high school principles were reported to the community in the following manner: A middle school program is designed to recognize the uniqueness of the growth stage spanning the transi- tion from childhood to adolescence. The junior high has evolved into exactly what the name implies-~junior high school. MIDDLE SCHOOL EMPHASIZES- a child-centered program, learning how to learn, creative exploration, belief in oneself, student self—direction under expert guidance, student responsibility for learning, student indepen- dence, flexible scheduling, student planning in schedul- ing, variable group sizes, team teaching, a self—pacing approach with students learning at different rates. JUNIOR HIGH SCHOOL EMPHASIZES- a subject-centered pro- gram, learning a body of information, mastery of con- cepts and skills, competition with others, adherence to the teacher-made lesson plan, teacher responsiblity for student learning, teacher control, the six-period day, the principal-made schedule, standard classrooms, one teacher for a class, a textbook approac?i with all students on the same page at the same time. That a middle school program is designed to foster the intellectual, social, and emotional growth of children without snatching their childhood from them was the summa- rizing remark used in the Grosse Pointe report.62 For many years Emmett Williams has been recognized by educators as an authority on middle school planning and 61The Middle School in Grosse Pointe (an informa- tional brochure prepared by the Grosse Pointe, Michigan, Public School System). 62Ibid. 36 development. Recently he developed the following list of guidelines that appear to him to be basic to middle school education: 1. 10. 11. A good middle school has a cooperatively developed, agreed upon written statement of the major functions for the middle school. A good middle school has a systematic plan for reg- 'ular, continuous program of in-service study and in-service training in the new middle school organi- zational and program arrangements. A good middle school has an identifiable independent study program for all middle school pupils. A good middle school has a systematic plan for studying significant issues related to becoming a young adolescent. A good middle school has a planned program of intra- mural activities including both competitive and noncompetitive activities. A good middle school has an exploratory program designed especially for the middle school. A good middle school employs a staff representing both elementary and junior high preparation and experience. A good middle school makes provisions for coopera- tive teacher planning at the classroom instructional level. A good middle school provides a secure home base arrangement for each pupil. A good middle school has a systematic plan for recog- nizing, evaluating, and reporting on pupil progress toward all significant middle school goals. A good middle school has a systematic plan for com- municating its purposes and procedures to all interested publics.63 Williams emphasized in his conclusions it should be noted that new buildings, expensive hardware, futuristic materials, and radical staffing patterns had not been 6A included in the guidelines. Williams concluded his 63Emmett Williams, "The Emergent Middle School: Some Guidelines," University of Florida, Gainesville, F1a., September 15, 1970, pp. 1—10. (Mimeographed.) 6uIbid., p. 10. 37 writing with this final observation related to the contri- butions made by middle schools. Perhaps the greatest ser- vice the middle school has rendered to education for the emerging adolescent is an impetus to redefine and reinter- pret basic goals and functions in the light of contemporary developments and changing conditions.65 The studies outlined in this section of Chapter Two have provided the reader with a large sample of the written middle school principles that exist and, where possible, an indication of the degree of application of these principles being made by middle schools. Summary The middle school came into being after six decades of junior high school organizational experience. From around 1910 until approximately 1965 the junior high school reigned as first the innovative and then the established educational organization for transescent youth. Following World War II a growing number of educators and parents became concerned about the tendency of senior high schools to push their patterns into the junior high school struc- ture. Organizational patterns other than the traditional 7-9 junior high school had existed prior to the 1960 decade. It was, however, during that decade that the middle school concept grew to become the middle school movement. In 1965 65Ibid. 38 nationally circulated publications brought attention to the middle school advocates. Middle schools multiplied rapidly from approximately A99 in 1966 to over 1200 in 1968. Ambivalent feelings were expressed in the litera- ture pertaining to middle schools and the amount of litera- ture available increased sharply between 1965 and 1970. The middle school concept was defended in the literature with equal Vigor and the works of these writers created a body of knowledge for others to use; the middle school movement continued to gain momentum. Key issues used to support the middle school design were the changes in maturation levels for adolescents; social needs in a modern, complex, urbanized society that seeks to promote early sophistication in its youth; the effects of mass commercialism upon early adolescents; the need for individually tailored educational experiences for youth; the loss Of security by adolescents due to a weaken- ing in the family structure in our society; the need to provide experiences for youth that help them develop posi- tive self-concepts; and the need to expose transescents to a program based upon their needs rather than upon pre- determined standards. These issues and others were the basic tenets used to justify the early American middle school of the 1960 decade. No single pattern for middle school education has emerged, but studies have been carried out that provide guidelines and/or basic principles for middle schools. 39 Williams indicated it was difficult to find a middle school that did not have some form of team teaching in operation. A National Education Association study included a repOrt that 92 per cent of the 15A schools surveyed had guidance services available for students. The research committee also reported that 3A.A per cent of the schools indicated the presence of individualized instruction programs. A study of 82 middle schools in Michigan was carried out by Doris Marshall. He reported that all of these schools offered courses of an exploratory nature and that 75 per cent of these schools offered intramural activities. Williams indicated that perhaps the greatest ser- vice rendered by middle schools to education for adolescents was an impetus to redefine and reinterpret basic goals and functions in the light of contemporary developments and changing conditions. CHAPTER III DESIGN OF THE STUDY Introduction The objectives of this study were to provide indi- cations and comparisons between groups of middle schools related to the degree of application currently being made 'of selected middle school principles. The principles were extracted from the literature and validated by authorities in the field. This chapter of the study is concerned with the characteristics of the sample, procedures used to select and validate the middle school principles used in the study, construction of the statistical instrument, methods used for collection of the data, and the procedures used for analysis of the data. Source of the Data A list of all middle, intermediate, and junior high schools was obtained from the Michigan State Department of Education. All schools housing grades above four and below nine were selected from this list. One hundred thirty-six schools met this qualification and were included in the pOpulation of middle schools in Michigan. A0 A1 Four middle schools were arbitrarily selected on a national basis to constitute a sample of middle schools that were recognized in the literature as exemplary of the middle school concept. The schools selected for inclusion in the sample of exemplary middle schools were: Bedford Middle School, Mount Kisco, New York; Pearl River Middle School, Pearl River, New York; Hithergreen Middle School, Centerville, Ohio; and Barrington Middle School, Barrington, Illinois. A questionnaire was sent to each school in the pop- ulation of middle schools in Michigan and to the four schools in the arbitrarily selected national sample. The principal of each school was the designated respondent, and the data were collected from the completed question- naires. Selection and Validation of Basic Middle School Principles A review of the available literature related to middle schools was carried out, and a partial review of literature indirectly related to middle schools was exe- cuted. From this study of the literature, a list of tenta- tive basic principles of middle school programming was extracted. This list was reviewed by Dr. Marie Elie, Montreal, Canada; Dr. Nicholas Georgiady, Miami University, Oxford, Ohio; Dr. Ann Grooms, Educational Services Insti-' tute, Cincinnati, Ohio; Dr. Louis Romano, Michigan State A2 University, East Lansing, Michigan; and Dr. Emmett Williams, University of Florida, Gainesville, Florida.1 From their combined critiques, a list of 18 basic principles was com- piled. The 18 principles were unanimously agreed upon by this panel of authorities in the field§(see Table 3.1). Instrument Employed A questionnaire containing 62 questions was devel- Oped to survey the current application of the 18 middle school principles in the schools involved in this study. The questions were arranged into three sections according to the manner of response indicated for the question. Mul- tiple choice questions with mutually exclusive and exhaus- tive responses that sought a single answer per question made up the first section of the questionnaire. Multiple choice questions seeking multiple responses constituted the second section of the questionnaire, and the third section contained check forms designed to compare two variables. The questionnaire was reviewed and revised by Dr. Louis Romano and by staff consultants in the Department of Research Services, Michigan State University. Suggested revisions were incorporated into the questionnaire and a cover letter was drafted. The questionnaire, cover letter, and an addressed, stamped return envelope were mailed on November 25, 1970, to 136 principals of middle schools in Michigan. A 1See Appendix C. A3 Table 3.l.--A listing of the 18 middle school principles studied in this dissertation. Principle A Cpntinuous progress: The middle school program should feature a nongraded organization that allows students to progress at their own individual rate regardless of chron— ' ological age. Principle B Multi-material approach: The middle school program should offer to students a wide range of easily accessible instruc- tional materials. Classroom activities should be planned around a multi-material approach rather than a basic text- book organization. Principle C Flexible schedules: The middle school should provide a schedule that encourages the investment of time based on educational needs rather than standardized time periods. The schedule should be employed as a teaching aid rather than a control device. Principle D Social experiences: The middle school program should pro- vide social experiences appropriate for the transescent youth and should not emulate the social experiences of the senior high school. Principle E Physical experiences: The middle school curricular and co- curricular programs should provide physical activities based solely upon the needs of the students. A broad range of intramural experiences that provide physical activity for all students should be provided to supplement the physical education c1asses,which should center their activity upon helping students understand and use their own bodies. Principle F Intramural activities: The middle school should feature intramural activities rather than interscholastic activities. AA Table 3.1.--Continued Principle G Team teaching: The middle school program should be organ- ized in part around team teaching patterns that allow stu- dents to interact with a variety of teachers in a wide range of subject areas. Principle H Planned gradualism: The middle school should provide exper- iences that assist early adolescents in making the transi— tion from childhood dependence to adult independence, thereby helping them to bridge the gap between elementary school and senior high school. Principle I Exploratory and enrichment studies: The middle school pro- gram should be broad enough to meet the individual interests of the students for which it was designed. It should widen the range of educational training a student experiences rather than specialize his training. Elective courses should be a part of the program of every student during his years in the middle school. Principle J Guidance services: The middle school program should include both group and individual guidance services for all students. Principle K Independent study: The middle school program should provide an opportunity for students to spend time studying individ— ual interests or needs that do not appear in the organized curricular offerings. Principle L Basic skill repair and extension: The middle school program should provide Opportunities for students to receive clin- ical help in basic learning skills. The basic education program fostered in the elementary school should be extended in the middle school. A5 Table 3.l.—-Continued Principle M Creative experiences: The middle school program should include Opportunities for students to express themselves in creative manners. Student newspapers, student dramatic creations, student oratorical creations, musical programs, and other student—centered, student—directed, student- developed activities should be encouraged. Principle N Security factor: The middle school program should provide every student with a security group: a teacher who knows him well and whom he relates to in a positive manner; a peer group that meets regularly and represents more than administrative convenience in its use of time. Principle 0 Evaluation: The middle school program should provide an evaluation of a student's work that is personal, positive in nature, nonthreatening, and strictly individualized. Parent-teacher-student conferences on a scheduled and unscheduled basis should be the basic reporting method. Competitive letter grade evaluation forms should be replaced with open and honest pupil-teacher-parent communications. Principle P Community relations: The middle school should develop and maintain a varied program of community relations. Programs to inform, to entertain, to educate, and to understand the community as well as other activities should be a part of the basic operation of the school. Principle Q Student services: The middle school should provide a broad spectrum of specialized services for students. Community, county, and state agencies should be utilized to expand the range of specialists to its broadest possible extent. Principle R Auxiliary staffing: The middle school should utilize a highly diversified array of personnel such as volunteer parents, teacher aides, clerical aides, student volunteers, and other similar types of support staffing that help to facilitate the teaching staff. A6 questionnaire, a modified cover letter, and an addressed, stamped return envelope were mailed to the principals of the four selected national sample schools. All choices for each question on the questionnaire were given a numerical value. These values were weighted to provide a positive correlation between large scores and a high degree of application of the principle being meas- ured. The numerical values were reviewed by Dr. Louis Romano and by a research consultant. Modifications in the weighting of responses were made and the values were judged by both advisors to be suitable for the purposes of this study. NO information regarding the numerical values of any responses was provided in the materials mailed to the school principals. Procedures By January A, 1971, a total of 83 questionnaires had been returned. Two questionnaires were discarded because they came from schools that had been erroneously included in the list provided by the Michigan Department of Education. On January 20, 1971, a letter was sent to all prin— cipals from whom no questionnaire had been received. The letter requested their COOperation in returning the com- pleted questionnaire within a period of one week. The net total number of questionnaires received by February 1, 1971, increased to 10A. “7 As the questionnaires were returned the responses were coded and the coding was verified for each response. The coding forms were separated into three sample groups (see Table 3.2). Questionnaires received from middle schools in Michigan were divided into a sample containing only those schools housing four grade levels and a sample containing only those schools housing three grade levels. The third sample included only the four middle schools selected on a national basis. All four of these schools were found to be three—grade middle schools. Table 3.2.--Data relating to the number of schools contacted in each sample, number of responses received for each sample, and the percentage of total represented by responses received. No. of No. of Percentage Schools Responses of Total Name of Sample Group Contacted Received Returned National sample A A 100.0% Three-grade Michigan 10A 75 72.1% Four-grade Michigan 30 25 83.3% The raw scores were recorded and a mean score on each principle for each group was calculated. This mean score was converted to a mean percentage of maximum possible score yielded by the survey instrument for each principle and for the grand total possible for each sample. Eighteen mean scores, variance scores, and mean percentage scores were calculated for each sample. A nineteenth mean, A8 variance, and mean percentage were calculated for each sam- ple using grand total scores for each sample. The conver— sion of mean scores to mean percentages was necessitated by the varying maximum scores that were possible between four-grade schools and three-grade schools. Converting to percentage scores made comparisons between sample groups possible. A rotary calculator was used to perform the mathe- matical manipulations required to provide the treatments of the data. Objectives to Be Measured The first two objectives of this study were designed to provide comparable measures of the degree of application currently made of basic middle school principles by middle schools in Michigan and in a small arbitrarily selected national sample that represented purported middle school excellence. Conditions of objective three were met by a com- parison between groups of the results compiled by middle schools in Michigan and the selected national sample. Incorporated into objectives four and five were comparisons of sample scores and maximum possible scores provided by the measurement instrument. These objectives were met by implementation of percentage scores reporting percentages of maximum possible scores achieved on each variable by each sample. A9 The requirements outlined in objective six were met by providing a mean percentage report of implementation on the 18 independent variables. This percentage report pro- vides an indication of the current application of the 18 middle school principles included in this study. Summary Eighteen basic middle school principles were extracted from the literature and validated by five experts in the field. A questionnaire was develOped and sent to four arbitrarily selected schools with national recognition as examples of middle school program excellence. The same questionnaire was sent to 136 schools in Michigan housing grades above four but below nine. A total of 10A returns was received and the data summarized in the study. The raw scores were summed across schools in each sample, and a mean score on each principle was calculated for each sample. A total score for each school was cal- culated; these scores were summed for each sample to pro- vide a grand total score for each sample. This total was converted to a mean total for each sample. All means for each sample were converted to mean percentages of possible maximum scores yielded by the measurement instrument. These mean percentages were used to make comparisons between samples. CHAPTER IV ANALYSIS OF THE DATA The findings of the analysis of data are presented in this chapter. Each objective of the study is stated and the statistics related to that objective are reported imme- diately following the statement of the objective. The data presented in this chapter were collected from survey questionnaire results returned by 10A schools. The questionnaire was designed to provide data for each of the 18 variables listed in Chapter III. Objective I To measure the degree of application made by middle schools in Michigan of 18 validated middle school principles. The middle schools in Michigan were divided into two samples. One sample contained only three-grade middle schools and the other contained the four-grade middle schools. The results were tabulated for each sample and a weighted mean percentage was calculated. The weighted mean percentage represents the percentage of possible scores attained on each of the 18 variables and a nineteenth mean percentage that represents the mean percentage of the total possible score achieved by the middle schools in Michigan. 50 51 The weighted mean percentage was used to account for the variation in sample size. Mean percentage scores were used because of the differences in maximum possible scores yielded by the survey instrument, due to varying numbers of grades housed in the schools. Percentage conversions allowed comparisons between groups, as well as consolidation of samples into larger groups of interest. See Table A.l for a listing of the questions included in the survey for each of the 18 variables. Table A.l.--Report of the numbers of questions included in the questionnaire to collect data on each of the 18 vali- dated middle school principles. Principle* Survey Question Numbers A-Continuous progress 1, 2 B-Multi-media 3, A, 5, 6, 38, 39 C-Flexible schedule 7, 8 949C 9 , D-Social experiences 9, 10,5A95 A1, A2, 56 E—Physical experiences 11, 57, 58 F-Intramural activity 12, 13, A3, 59 G-Team teaching 1A, 15, 16, 17 H-Planned gradualism 18 I-Exploratory and ' enrichment programs 19, 20, 21, AA, A5 J-Guidance services 22, 23, 2A, 60 K-Independent study A6, A7, 61 L-Basic learning skills 25, 26, A8, 62 M-Creative experiences 27, 28, 29, 30, 31, A9 N-Student security factors 32, 33 O-Evaluation practices 3A, 35, 50 P-Community relations 36, 37, 51, 52 Q-Student services 53 R-Auxiliary staffing 5A, 55 * Principles are designated by letter and key words. Complete reports of the principles and the questionnaire may be found in the appendix materials. 52 See Table A.2, page 53, for the statistics relating to the first objective of the study. Formulas used to calculate the statistics reported in Table A.2 and other tables in this chapter are: S X Mean = —————-——- where X= the scores for the variable n being reported n= number of scores summed 2 2 Variance= nEX - (1X) n (n-l) where X= scores for the variable being reported n= number of scores summed II. n /X/ where EI.= the sum of the means for the variable being reported n = the number of means being summed /X/= absolute maximum score possible for the variable being reported Mean percentage= Composite mean= nlI% + n2Y%2 percentage 1 1+n2 n where nl= number of schools in sample one mean percentage score for the variable being reported in sample one n2= number of schools in _ sample two X%2= mean percentage score for the variable being reported in sample two X%l= 53 Table A.2.--Report of the mean, variance, and mean percentage for samples of middle schools in Michigan. Michigan Four- Michigan Three- Grade Middle Schools Grade Middle Schools Comp. Principle Mean Var. Mean % Mean Var. Mean % Mean %* A—Continuous progress 2.0A 8.0AO 25.5 1.92 6.831 2A.O 2A B—Multi-materials 20.52 20.926 62.2 20.66 25.981 62.6 62. C—Flexible schedule 5.80 16.666 32.2 5.00 13.216 27.8 28. D-Social experiences 12.36 17.A06 51.5 10.62 13.399 53.1 52. E-Physical experiences 2A.AA 72.8A0 69.8 21.59 35.813 69.6 69. F—Intramural activity 10.56 73.A23 39.1 11.52 A6.698 50.1 A7. G-Team teachinr 9.12 2A.026 25.8 3.36 17.855 21.0 22. H-Planned gradualism 1.6A .573 5A.7 1.32 .950 AA.0 A6. I—Exploratory and enrichment exper. 9.92 30.993 38.3 10.50 25.525 A2.0 Al. J-Guidance services 8.6A A9.823 32.0 10.32 29.680 AA.9 Al. K-Independent study 6.9A 15.076 A0.8 A.96 15.606 31.0 ‘33. L-Basic learning exper. 15.A0 33.585 53.1 12.35 23.121 A9.A 50. M-Creative experiences 8.76 19.106 A1.7 9.09 2A.572 A3.3 A2. N-Student security fac. A.72 6.210 59.0 A.87 A.738 60.9 60. O-Evaluation practices 6.A8 8.010 AO.5 5.77 9.233 36.1 37. P-Community relations 5.00 A.000 31.3 7.09 5.366 AA.3 A1. Q—Student services 7.0A 5.915 78.2 7.09 2.788 78.8 78. R—Auxiliary staffing 3.0A 1.873 38.0 3.03 2.891 37.9 37. Total scores 157.A0 1195.166 96.2 150.63 1257.912 “7.2 A6. *The last column reports the weighted mean percentage score, which represents the average achievement for all middle schools in Michigan. 5A Objective II To measure the degree of application of 18 validated middle school principles by four arbitrarily selected middle schools that have attained nationally recognized status as exemplary middle schools. The four-member sample of exemplary middle schools was surveyed with the same survey instrument used for sur- veying the middle schools of Michigan. Conditions of the survey were identical to those used for the other samples. The content of Table A.1 provides the numbers of the ques- tions used to measure the application of the 18 variables. Table A.3 provides the statistical results for the national sample. Table A.3.-—Report of the mean, variance, and mean percentage for the four-member national sample. Principle Mean Var. Mean % A-Continuous progress 3.00 12.666 37.5 B-Multi-material 26.50 23.000 80.3 C-Flexible schedule 10.75 6.250 59.7 D-Social experiences 12.50 27.583 62.5 E-Physical experiences 27.25 7.583 87.9 F-Intramural experiences 19.25 38.250 83.7 G—Team teaching 11.25 10.916 70.3 H-Planned gradualism 1.00 .666 33.3 I-Exploratory and enrichment 10.50 21.666 A2.0 J-Guidance services 17.00 AA.666 73.9 K-Independent study 9.00 28.000 56.3 L-Basic learning experiences -1A.50 30.333 58.0 M-Creative experiences 10.25 1A.250 A8.5 N-Student security factors 6.25 A.250 78.1 O-Evaluation practices 7.75 A.250 A8. P-Community relations 8.25 2.250 51.6 Q-Student services 6.25 1.583 69. R—Auxiliary staffing 6.25 .916 78.1 Total 207.25 A50.25O 6A.9 55 Objective III To compare the degree of application of middle school principles made by the middle schools of Michigan with the results attained by the national sample of exemplary schools. Basic data related to the mean achievement of middle schools in Michigan are reported in Table A.2. Basic data related to the mean achievement of the national sample of exemplary middle schools are reported in Table A.3. Compar— isons between the two samples listed in objective three are made on the basis of mean percentage scores on the 18 vari— ables and on the grand total mean percentage for each sample. This comparison is reported in Table A.A. Table A.A.-~A comparison of mean percentage scores achieved by middle schools in Michigan and those achieved by a see lected national sample of exemplary middle schools. Composite Mean % Mean % Principle Mich. Middle Sch. National Sample A—Continuous progress 2A.A 37.5 B-Multi-material 62.5 80.3 C-Flexible schedule 28.9 59.7 D-Social experiences 52.7 62.5 E—Physical experiences 69.7 87.9 F-Intramural experiences A7.A 83.7 G-Team teaching 22.2 70.3 H-Planned gradualism A6.7 33.3 I-Exploratory & enrichment Al.1 A2.0 J-Guidance services A1.7 73.9 K-Independent study 33.5 56.3 L-Basic learning exper. 50.3 58.0 M—Creative experiences A2.9 A8.8 N—Student security factors 60.A 78.1 O-Evaluation practices 37.2 A8.A P-Community relations Al.1 51.6 Q-Student services 78.7 69.A R-Auxiliary staffing 37.9 78.1 Total A6.9 6A.9 56 Objective IV To compare the mean scores of the middle schools in Michigan with the scores that the measurement instrument would yield if all 18 middle school principles were fully implemented. Table A.5 reports the maximum possible scores yielded by the survey questionnaire. Maximum possible scores are reported for both three-grade and four-grade middle schools. The mean scores for three-grade and four-grade middle schools in Michigan are reported in Table A.5, with the respective maximum score for each of the 18 independent variables and for the total scores. Table A.5.--Maximum scores yielded by the survey instrument for three-grade and four-grade middle schools. Mean scores achieved by three-grade and four—grade middle schools in Michigan. Three-Grade Schools Four-Grade Schools Principle Maximum Mean Maximum Mean A-Continuous progress 8 1.92 8 2.0A B-Multi-material 33 20.66 33 20.52 C-Flexible schedule 18 5.00 18 5.80 D—Social experiences 20 10.62 2A 12.36 E-Physical experiences 31 21.59 35 2A.AA F-Intramural exper. 23 11.52 27 10.56 G-Team teaching 16 3.36 16 A.12 H-Planned gradualism 3 1.32 3 1.6A I-Exploratory & enrich. 25 10.50 26 9.92 J-Guidance services 23 10.32 27 8.6A K-Independent study 16 - A.96 l7 6.9A L-Basic learning exp. 25 12.35 29 l5.A0 M-Creative experiences 21 9.09 21 8.76 N-Student security fac. 8 A.87 8 A.72 O-Evaluation practices 16 5.77 16 6.A8 P-Community relations 16 7.09 16 5.00 Q-Student services 9 7.09 9 7.0A R-Auxiliary staffing 8 3.03 8 3.0A Total 319 150.63 3A1 157.40 57 The mean total score achieved by three—grade middle schools in Michigan (150.63) represents A7.2 per cent of the maximum total possible for a three-grade school (319), and the mean total score achieved by four-grade middle schools in Michigan (157.A0) represents A6.2 per cent of the maximum total possible for middle schools housing four grades (3A1). Objective V To compare the scores of the middle schools in the selected sample of exemplary schools with the scores that the measurement instrument would yield if all 18 middle school principles were fully implemented. All of the schools in the sample of exemplary schools were found to be three-grade schools. The total possible score yielded by the questionnaire for a three- grade middle school was 319. The mean total achieved by the exemplary schools was 207.25, which represented 65 per cent of the maximum possible score. Table A.6 reports the maximum scores yielded by the questionnaire and the scores achieved by the exemplary schools for each of the 18 variables, as well as for the totals. 58 Table A.6.--Maximum scores yielded by the survey instrument for three-grade middle schools and the achieved mean scores of the sample of exemplary middle schools. Maximum Mean Score Score Achieved by Principle Possible National Sample A-Continuous progress 8 3.00 B-Multi-media 33 26.50 C-Flexible schedule 18 10.75 D-Social experiences 20 12.50 E-Physical experiences 31 27.25 F-Intramural experiences 23 19.25 G-Team teaching 16 11.25 H-Planned gradualism 3 1.00 I-Exploratory and enrichment 25 10.50 J-Guidance services 23 17.00 K-Independent study 16 9.00 L-Basic learning experiences 25 1A.50 M-Creative experiences 21 10.25 N-Student security factors 8 6.25 O—Evaluation practices 16 7.75 P-Community relations 16 8.25 Q-Student services 9 6.25 R—Auxiliary staffing 8 6.25 Total 319 207.25 Objective VI To provide an indication of the current level of middle school practice as it relates to the basic principles of middle school education as espoused in the literature and validated by authorities in the field. The 18 variables listed in this study were extracted from the literature pertaining to middle school education. 59 The information presented in Table A.2 and Table A.3 provides mean and mean percentage of maximum possible score results as they were achieved by 10A schools that were measured with a common survey instrument. Within the limitations of this study (listed in Chapter One), the tables results provide an indication of the current level of middle school educational practice. Further interpretation of the data is presented in Chapter Five. Summary Generally, the data collected revealed that the exemplary schools achieved a higher degree of application of the middle school principles studied in this dissertation than did the middle schools in Michigan, when considered as a group. A close similarity existed between the results achieved by both samples of middle schools in Michigan. CHAPTER V CONCLUSIONS Summary The middle school came into being after six decades of junior high school organizational experience. Organi- zational patterns other than the 7-9 junior high school had existed prior to 1960 but during the decade of the "sixties" the middle school concept grew to become the middle school movement. By the year 1968 over 1200 middle schools were operating in this country. Key issues used to justify the middle school were the changes in maturation levels for adolescents, demands of a modern urbanized society, the effects of technology, weakening of the basic family structure, and in general the dissatisfaction many parents and educators expressed con- cerning the junior high school and its secondary orienta- tion. Coinciding with the growth in numbers of middle schools was a growth in the literature pertaining to this topic and in the increased agreement as to the basic princi- ples of a middle school program. The purpose of this study was to identify these basic principles as they were 60 61 expressed in the literature and to determine the degree of application middle schools in Michigan and in a small national sample were making of these principles. From a review of the literature, a list of princi- ples was extracted and sent to five noted authorities in the area of middle school education. Based upon their critiques a final validated list of 18 basic middle school principles was compiled. These principles focused attention upon con- tinuous progress programs, multi—media use, flexible sched— ules, social experiences, physical experiences, intramural activities, team teaching, planned gradualism, exploratory- enrichment experiences, guidance services, independent study, basic learning skills, creative experiences, student security factors, evaluation practices, community relations, student services, and auxiliary staffing. A survey instrument seeking data related to the application being made of the above-mentioned principles was mailed to all schools in Michigan housing grades above four but below nine and to four schools arbitrarily selected on a national basis because of their reputations in the field as exemplary middle schools. Survey forms were returned by 72.1 per cent of the three-grade middle schools in Michigan, 83.3 per cent of the four-grade middle schools in Michigan, and by all four of the schools included in the national sample. Mean scores, variances, and mean percentages of the maximum possible score yielded by the survey form were 62 calculated on each basic principle for each sample of schools in the study. Generally, the schools included in the national sample of exemplary middle schools were found to be apply— ing the basic middle school principles to a greater degree than were the middle schools of Michigan, when considered as a group. The results listed for the three—grade middle schools in Michigan and for the four—grade middle schools in Michigan revealed no pattern of superior application for either group. The results in general indicated a close similarity between these two samples. Findings Objective I To measure the degree of application made by middle schools in Michigan of 18 validated middle school principles. A wide variation in the degree of application of the principles exists in the middle schools of Michigan. Areas of highest degree of application were: student services, physical experiences provided, and use of varied materials. Continuous prOgress programs were not found to be opera- tional beyond an experimental stage in the middle schools of Michigan. Team teaching results indicated that only a mean of 22.2 per cent of the possible score yielded by the sur- vey form was actually attained by the schools in the two samples of middle schools in Michigan. This indicated a 63 low degree of application and a review of the individual survey forms revealed many team teaching programs that functioned for only a small number of students and often for only a very limited part of the day. In general, the application of those principles not listed in the preceding paragraph was around half of what the survey form demanded for a measure of full application. Of special significance, due to the high emphasis authori- ties in the field place upon it, was the area of social experiences. A mean percentage of 52.7 per cent was recorded, which indicated only slightly more than half of the maximum score possible. An examination of the survey returns revealed a pattern of social experiences in most middle schools very similar to the social pattern existing in the secondary schools. Objective II TO measure the degree of application of 18 validated middle school principles by four arbitrarily selected middle schools that have attained nationally recognized status as exemplary middle schools. The four exemplary middle schools were found to have a high percentage of application in the areas of physical experiences (87.9 per cent), intramural experiences (83.7 per cent), multi-materials (80.3 per cent), auxiliary staff- ing (78.1 per cent), and student security factors (78.1 per cent). Based on the scores yielded by the survey instrument the national sample was found to have low percentages of 6A application in the areas of continuous progress programs (37.5 per cent) and planned gradualism (33.3 per cent). The four schools in this sample compiled a pattern of appli- cation that demonstrated an attempt to implement many of the concepts expressed in the literature pertaining to mid— dle school education. Objective III To compare the degree of application of middle school principles made by the middle schools of Michigan with the results attained by the national sample of exemplary schools. A comparison of the results recorded by middle schools in Michigan and the national sample revealed a higher degree of application being made by the national sample on every principle except two. In the areas of planned gradualism and student services the national sample was found to be doing less than were the middle schools of Michigan. The overall percentage of application computed for the middle schools in Michigan was A6.9 per cent, while the schools in the national sample compiled a total percentage of application statistic of 6A.9 per cent. Objective IV To compare the mean scores of the middle schools in Michigan with the scores that the measurement instrument would yield if all 18 middle school principles were fully implemented. 65 The middle schools of Michigan compiled a mean total score of 150.63 for schools housing three grades, and 157.A0 for schools housing four grades. The survey instru— ment yielded a maximum of 319 for three-grade schools, and 3A1 for schools with four grades. A review of the mean scores for each principle listed indicates that a wide area for increased application exists on every principle. In general, less than half of the implementation measures listed in the survey instrument were met by middle schools in Michigan.' A slightly higher total mean score was scored by the four—grade sample, but this represented a smaller per- centage of the maximum score possible than was recorded by the three-grade middle schools. The difference was very slight and an examination of the 18 component scores revealed no significant superiority in middle school prac- tice by either sample of middle schools in Michigan over the other. Objective V To compare the scores of the middle schools in the selected sample of exemplary schools with the scores that the measurement instru- ment would yield if all 18 middle school principles were fully implemented. All of the schools in the national sample were three-grade middle schools, and therefore the maximum score possible was 319. The mean total compiled by the sample 66 was 207.25. This total was compiled with a consistent degree of application on all but two of the principles. The areas of planned gradualism and continuous progress were the areas of least application. Mean scores compiled in the other 16 areas were consistently repre— sentative of planned programs of implementation of basic middle school principles. Objective VI To provide an indication of the current level of middle school practice as it relates to the basic principles of middle school education as espoused in the liter- ature and validated by authorities in the field. Based upon the data recorded in this study it seems apparent that the current level of middle school practice in the 18 basic areas listed in this study is less than that level called for in the literature pertaining to middle school education. The survey instrument used in this study provided data that indicated less than a 50 per cent application by middle schools in Michigan (A6.9 per cent) of those principles listed in the literature as basic middle school principles and validated as basic principles by recognized authorities in the field. The same survey instrument provided data on four exemplary middle schools that indicated a degree of 67 application (6A.9 per cent), much higher than the general degree of application achieved by middle schools in Michigan. None of the scores listed for the three samples indicated full implementation of any of the basic principles. Conclusions The rapid increase in the number of schools labeled as middle schools has not been accompanied by a high degree of application of those principles considered by authorities in the field to be basic to middle school education. While several middle schools in Michigan scored as well as the schools in the national sample of exemplary schools, the middle schools in Michigan as a group were making less application of the 18 basic principles included in this study than were the exemplary schools, when considered as a group. The number of grades housed in a middle school is not significantly related to the degree of application of the basic principles made by the schools of Michigan. In general the middle schools of Michigan have imple- mented the basic middle school principles listed in this study to a minor degree. While a high degree of agreement exists among authori- ties in the field regarding what constitutes the basic principles of middle school education, the degree of application of these principles by school systems in 68 Michigan in general fails to provide evidence of imple— mentation of the principles proclaimed by this leader— ship. 6. With few exceptions the middle schools of Michigan have a long way to go to become middle schools as defined in the literature currently available. Recommendations for Further Study The wide discrepancy between basic middle school con- cepts and current middle school practice should be cause for concern about the future direction of the middle school movement in Michigan. A critical area for research exists in the need to determine the reasons for the failures of many schools to implement the basic principles of middle school education. As this study reports only one point on the spectrum of time, it would appear that a replication of this study at some point in the future might provide a measure of progress being made toward full implementation of a middle school program. This study was designed to measure degree of application of basic principles and a need exists to determine the qual— ity of the applications made of these basic middle school principles. Some application of all 18 principles was being made by the schools in this study when considered as a group. When considered individually, some schools were making no application of some principles. It would be interesting to 69 study the reasons for these voids and to ascertain the intentions of the schools concerning those same areas. This study included all schools in Michigan housing those grades normally associated with the middle school. The study was designed to consider them as middle schools on that basis and did not seek to differentiate between those labeled as middle schools and those still maintaining the junior high school designation. It would be of interest to determine if those schools labeled as middle schools made significantly higher degrees of application on basic middle school principles than those schools maintaining a junior high school identification. A study similar to this study, conducted on a national basis might provide a comprehensive report of where the entire middle school movement currently stands in the implementation of the basic principles of middle school edu— cation. In the literature pertaining to middle schools, a strong emphasis is accorded to the social aspects and growth aspects of transescent youth. A study designed to provide an indication of the level of knowledge middle school teach- ers, counselors, and administrators have in these areas would be of significance. A study that could be of value to the children enrolled in our schools would be an analysis of the justifi— cations offered by school superintendents and principals for inclusion of interscholastic athletics in the middle school 70 programs rather than intramural activities, in spite of the preponderance of expert Opinion condemning this practice. Reflections This writer believes that a complete understanding of why change is to be instituted must precede any attempt to Operationalize the change. The problem centers on the need to state clearly that the implementation of any or all of the 18 principles included in this study would not in itself constitute a guarantee of middle school education. The entire question of what motivates the implementation of change must be considered. This dissertation does not focus upon the topic of why these 18 principles are important, nor on the topic of how they benefit children. The reader should not conclude that the question of why middle schools should implement these principles is unimportant. While working with the 18 principles listed in this paper it became apparent that the need to insure staff understanding of why these principles have merit is critical. I would strongly urge that any replication of this study or any listing of these principles include a format similar to the example in Table 5.1. This table is not intended to represent a complete report. 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muopmHOHaxm wcHnomoe EMOH mOHuH>Hpo< HanssmnocH .moocOHnooxm HMOHmmnm cam HmHoom COHpmcmHoxm sex can use: mOHQHochm eescfieeoouu.H.m eree 73 .mosopm szOSEEOo an owwpcm>cm noow Op tons on One pwnp MOHp THHHowm mm: Hoocom CHOOHE OSB .OOSpprm HmLSpmc chp owmpsooco OHsocm Hoocom OLE .mpconmo pHonp csz mOHpH>Hpom OH OO>HO>CH on Op powmo mam mocp con: CEHp m pm mpOOOSpm momson Hoonom CHOUHE one .mpconmo pom phonon HapwchmoE ones m OOH>OOQ Op OmHm 62m wEoHnopo no wcHocmpm lamps: Hm3pse m Opmopo Op QHon awe mCOHm Immm coHpOSHm>o LocomOpipcoospm .wmoam 3o: xomm Op pcop3pm onp Ommasooco Op moHoz wchcmHo LocomOpIpcmpspm .mchamOH mo mmmnm 3pc OLOHoxO 0p mmocmcHHHHz m was monoancoo Opmpocow Op moHoc pmzp opozomoepm O>HpLOQQ5m m Oooc mpcmo uspm Hoonom CHOUHE .OLSpm: :H O>HpHcso on Op pump mEOpmzm wnHompw HmcoHpHomnB .mpcopspm pom mocmOst paooxo OLHBOOL mEOHpopo acme mpH ocm zpaonsm .mpcmozpm mo osopm ocp co cmzp once pCOOSpm HmsoH>HOcH ocp co mSOOL OHzocm Hoocom CHOOHE opp Loo mOOH>nOm OocmpHsu .mo>nom pH mpHcsEEoo mcp O>Ho>cH Ucm EnomcH Op COHpmmHHno cm mm: Hoonom one .Hoozom onp po memewoaa opp :H OO>HO>CH 0cm Hoonom onp psonm OOELOLCH mpchEEoo ocp mom: Op EdamOLQ < .mnoppo Empmmm coHpmsHm>m HmcoHpHOmap opp cmcp mpHpsoom opoE atom: on new mmOH>oao onmnm amppOH m cmnp coHmeLOLOH once momma pcOOSpm < .mmmn Iwono wasp5p Lop cmHo can mmoawoao mHn mwommm pCOOSpm m monc pmnp Emnuono < .mcpoocoo Hmcomnoo psonm nOmH>©m cm Op xOOOm Op moHp IHOSpsoooo poo: npsoz pcoommmcmne .pzmo lapm mam>o cam comm pom agapmc Hmcomnoo n no up page apes eeNHHeseHeHecH sHemHm mcoHpmHom mpHCSEEoo COHpmsHm>m mOOH>nom CosmOHsm coHpmcmHoxm an; can pee: mOHQHochm UOSCHpCOOII.H.m OHDOH 7A On the basis of what I have read and experienced in the area of middle school education it has become increas- ingly apparent to me that the middle school movement in the state of Michigan is in general not based upon a thorough understanding of the basic concepts of the middle school as expressed in the literature by the pioneers of the middle school movement. This writer believes that apparent in all the middle school literature is the basic requirement that the true middle school must place a higher priority on the needs Of the children it serves. A clear need for the imple- mentation of the teachings of the human growth and develop- ment specialists is expressed in the literature. While lack Of Operating funds can seriously hamper a school program, it is possible to have a middle school program with limited funds. The key factor in the imple— mentation of change seems to be staff leadership directed toward the reasons for change rather than amounts of money available. The degrees of application reported in this study have limited value, due to the changes in school programs that are constantly occurring. They will, of course, retain some value over a period of time as reference points for other studies. If this study were to be replicated it would seem wise to eliminate some of the limitations of the study by field testing the survey instrument, designing the study to 75 facilitate the use of ANOVA techniques, and reorganization of the survey instrument to provide more uniform score ranges in the responses. Finally, it would be wise to increase the size of the national sample by use of random selection Of schools identified in the literature as exem- plary. This study has been a meaningful experience in research, as well as a valuable experience in middle school education. APPENDIX A MIDDLE SCHOOL PRINCIPLES 76 MIDDLE SCHOOL PRINCIPLES Principle A Continuous progress: The middle school program should feature a nongraded organization that allows students to progress at their own individual rate regardless Of chronological age. Principle B Multi-material approach: The middle school program should offer to students a wide range of easily accessible instruc- tional materials. Classroom activities should be planned around a multi-material approach rather than a basic text- book organization. Principle C Flexible schedules: The middle school should provide a schedule that encourages the investment of time based on educational needs rather than standardized time periods. The schedule should be employed as a teaching aid rather than a control device. Principle D Social experiences: The middle school program should pro- vide social experiences appropriate for the transescent youth and should not emulate the social experiences of the senior high school. Principle E Physical experiences: The middle school curricular and co-curricular programs should provide physical activities based solely upon the needs Of the students. A broad range of intramural experiences that provide physical activity for all students should be provided to supplement the physical education classes, which should center their activity upon helping students understand and use their own bodies. 77 78 Principle F Intramural activities: The middle school should feature intramural activities rather than interscholastic activi- ties. Principle G Team teaching: The middle school program should be organ- ized in part around team teaching patterns that allow students to interact with a variety of teachers in a wide range of subject areas. Principle H Planned gradualism: The middle school should provide experiences that assist early adolescents in making the transition from childhood dependence to adult independence, thereby helping them to bridge the gap between elementary school and senior high school. Principle I Exploratory and enrichment studies: The middle school pro— gram should be broad enough to meet the individual interests of the students for which it was designed. It should widen the range of educational training a student experiences rather than specialize his training. Elective courses should be a part of the program of every student during his years in the middle school. Principle J Guidance services: The middle school program should include both group and individual guidance services for all students. Principle K Independent study: The middle school program should pro— vide an Opportunity for students to spend time studying individual interests or needs that do not appear in the organized curricular offerings. Principle L Basic skill repair and extension: The middle school program should provide Opportunities for students to receive clinical help in basic learning skills. The basic education program fostered in the elementary school should be extended in the middle school. 79 Principle M Creative experiences: The middle school program should include opportunities for students to express themselves in creative manners. Student newspapers, student dramatic creations, student oratorical creations, musical programs, and other student-centered, student—directed, student- developed activities should be encouraged. Principle N Security factor: The middle school program should provide every student with a security group: a teacher who knows him well and whom he relates to in a positive manner; a peer group that meets regularly and represents more than administrative convenience in its use of time. Principle 0 Evaluation: The middle school program should provide an evaluation of a student's work that is personal, positive in nature, nonthreatening and strictly individualized. Parent-teacher—student conferences on a scheduled and un— scheduled basis should be the basic reporting method. Competetive letter grade evaluation forms Should be replaced with open and honest pupil-teacher-parent communications. Principle P Community relations: The middle school should develop and maintain a varied program of community relations. Programs to inform, to entertain, to educate, and to understand the community as well as other activities should be a part of the basic Operation of the school. Principle Q Student services: The middle school should provide a broad spectrum of specialized services for students. Community, county, and state agencies should be utilized to expand the range of specialists to its broadest possible extent. Principle R Auxiliaryjstaffing: The middle school should utilize a highly diversified array of personnel such as volunteer parents, teacher aides, clerical aides, student volunteers, and other similar types of support staffing that help to facilitate the teaching staff. APPENDIX B THE QUESTIONNAIRE (The numerical values assigned to responses are listed.) 80 MICHIGAN STATE UNIVERSITY m we - mans»: m2; COLLIGB OF EDUCATION . ovum OP ADMINISTRATION AND HIGH“ EDUCATION mason HALL November 25, 1970 Dear Fellow Administrator, Attached to this letter is another one of those cursed survey forms from a person seeking to get his doctorate. I cannot change that fact, but I do need your help on a project of personal and professional importance. For twelve years I, like you was a principal and during that time I became involved to a great degree with the middle school concept. I am now writing my doctoral dissertation on that topic. I need to have information from you and your fellow principals if I am to obtain an accurate picture of what is being done for children in grades five through eight. I am not concerned with the name of your school nor with the community you serve. I am interested in the program only and I will protect the confidence of all replies. Individual school reports will not be used except to compile the grand totals for Michigan and I can assure you that no other use of the materials will be allowed. For several weeks I have worked to make this survey as easy to answer as possible and, believe it or not as short as possible. Now I need your help in getting it back quickly due to the limited computer time available to me. If you can get this form into the mail yet this week I will be very appreciative. The enclosed stamped envelope is addressed and ready to go into the mail with your reply. The great computer is waiting to grind out the results and so with your help I may be able to give just a little more light to the education of transescent youth. Sincerely, - ack D. Riegle JDR/lh PART Continuous are: not used used only with used only for years. used only by all the‘r vea check r program as W C? ('f :J I (I) T738 k befo i téie 7v- !) 0 L) w O O r—Jd g) in t tb ‘) used by all of the students for their entire program. The multi-textbo to learning is c 1) u.ed in all k used used in a few not used in any more than one one certified 01" ok arrroach urrently: all 23 early courses. in most courses. A ‘n‘a'f‘ bob- \CCQ 0 courses . center has a certified librarian. librarian. a part-time librarian. no certified librarian hely. 82 2—A. the answer that seems best to explain your tes to the question. Continuous progress programs are planned for a student over a span of: one calendar year. two calendar years. three calendar years. more than three calendar years. The instructional materials center in the building houses: more than 5000 books. between “000 and 5000 books. between 3000 and U000 books. between 2000 and 3000 books. between 1000 and 2000 books. than 1000 books. less For classroom instruction, audio visual materials other than motion pictures are used: very frequently by most of the staff. very frequently by a few of the staff and occasionally by the others. occasionally by all of the staff. very rarely by most of the staff. very rarely by any staff member. I, Page 2 The basic time block used to build the schedule is: a ten to twenty minute module. a thirty minute module. a forty-five minute module. a sixty minute module. a combination of time so diversified that no basic module is defined. Sponsorships for club activities are handled by staff members who: are assigned sponsorships without additional pay. are paid to assume club sponsorships that are assigned. volunteer to sponsor club activities without pay. are paid for sponsorship that they volunteer to assume. staff members do not work with club activities. 83 L) which of the below best describes your schedule at present: traditional traditional, modified by "block- time," "revolving period," or other such regularly occurring modifications. flexible to the degree that all periods are scheduled but are not identical in length. flexible to the decree that chances occur within defined general time limits. ible to the degree that .udents and teachers control daily time usaee and hanpes occur regularly. o \ 7 ‘2'“ r‘rv-H ‘1 "P1" 4 . . D C'J‘I '1 L1.“ 1:1; A'. o‘.‘&CJA\ IF POSSIBLE. u a‘ r" v H . A“. 'v 7. h I 7 At present approximately what percent of your student body reeularly participates in at least one club activity? none as we have no club proeram. 25 percent or less. 25 to 50 percent. 50 to 75 percent. 75 to 100 percent. The physical education program is: highly individualized. moderately individualized. slightly individualized. not individualized at all. Part I, Page 3 l2-F. Inter—scholastic competition is currently: not offered at this school. offered in one sport only. offered in two sports. offered in several sports. Team teaching programs Operate for: all students. nearly all students. about half of the students. only a few of the students. none of the students. What percentage of your teach— ing staff is involved in team teaching programs? over 90%. between 60% and 90%. between 30% and 605. less than 30%. none . A student in grades seven or eight averages about how many minutes per day in a team taught situation? 180 minutes or more. 130 to 180 minutes. 90 to 130 minutes. “0 to 90 minutes. less than HO minutes. 814 lB-F. lE—G. Intramural activities often use the same facilities as inter- scholastic activities. When this causes a time conflict how do you schedule? this does not happen because we have no intramural program. this does not happen because we have no interscholastic program. intramural activities take first priority and others schedule around their needs. interscholastic activities take first priority and others must schedule around their needs. other A student in grades five or six averages about how many minutes per day in a team teaching program? 180 minutes or more. between 130 and 180 minutes. between 90 and 130 minutes. between MO and 90 minutes. less than no minutes. Part I, Page u l8-H. Which of the following best describes your school program as it evolves from enrollment to completion of the last grade? (i.e. grades five thru eight) completely self-contained program for the entire grade span. completely departmentalized for the entire grade span. modified departmentalized program. (block—time, core programs, etc.) program moves from largely self- contained to departmentalized. program moves from largely Self— contained to partially departmentalized. other Instruction in music is required: for one year. for two years. for three years. four for years. not at all. Guidance services are available upon request for: all students every day. all students nearly every day. most of the students on a regular basis. a limited number of students on a limited basis. other 85 19-I. Instruction in art is required for all students for: one year two years three years four years not at all The amount of student schedule time set aside for elective courses students may select: decreases with each successive . grade. is the same for all grades. increases with each successive grade. varies by grade level but not in any systematic manner. does not exist at any grade level. Guidance staff members: always work closely with the teachers concerning a student. often work closely with the teachers concerning a student. seldom involve the teachers in their work with the students. always work independently of the teachers. 86 Part I, Page 5 2M—J. Guidance counselors are: 25—L. Clinics or special classes to treat the problems of 0 not expected to help teachers students with poor basic build their guidance skills. learning skills are: i expected to help teachers 0 not available at this time. build their guidance skills. U available to all students 3 expected to help teachers needing such help. build their guidance skills and they are regularly encouraged 2 available only to the most to work in tris area. critically handicapped learners. other other 26-L. The amount of time provided in 27-E. Concerning a school newspaper, the classroom for instruction our school has: in basic learning skills: 0 no official student school paper. 0 increases with each successive grade. 1 an official student school paper that publishes no more than four 0 remains constant with each issues per year. successive rrade. 3 an official school paper that 2 decreases with each successive publishes five or more issues grade. per year. Q varies greatly due to the other individualized program teachers ogerate. 28-E. Concerning school dramatical 29—M. Dramatic productions at this activities, most students: school are produced from: 0 do not get experiences in i purchased scripts only. creative dramatics while enrolled in this building. 3 materials written by students only. u get at least one or two oppor— tunities to use their acting U materials written by students skills while enrolled in the and purchased scripts. building. other Part I, Page 6 30—M. 32-H. This school has oratorical activities such as debate, public address, etc.: as a part of its planned program of instruction. its as a part of enrichment program. not included in school activities. other In the operational desi'n of this school the role of the teacher as a guidance person is. given a very strong emphasis. encouraged. mentioned to the staff but not emphasised. ft S acne ctly to the individual i i t 8 personal motivation. um t1" 1'” p ( not important in our guidance Operational plan and therefore not encouraged at all. other A student's academic procress is formally reported to garents: two times per year. four times per year. six times per year. other 87 5’13 0 Talent shows are: not a part of our program. produced by students at each grade level. produced once a year on an all-school basis. produced at each grade level with some of the acts entering an all—school talent show. other As a general policy, in the teacher-pupil relationship: no formal provisions are made for the teacher to provide specified guidance services. teachers are expected to provide guidance services for all of their pupils. teachers are expected to provide guidance services to only a limited number of pupils. other Parent—teacher or parent-teacher- student conferences are held on a school-wide basis. not at all. once per year. twice per year. three times per year. four times per year. five or more times per year. Part I, 36-P. Page 7 Community service projects by the students are: not a part of our program. carried out occasionally for a special purpose. an important part of the planned experiences for all students while enrolled in this building. 88 D.) This school currently has: no parent's organization. a parent‘s organization that is relatively inactive. a parent's organization that is active. a parent's organization that is very active. PART II: 38-B. AO-C. 89 Which of the following types of 39-8. materials are housed in your instructional materials center? general library books. 1 current newspapers. 1 below grade level reading materials. 1 current magazines. files of past issues of newspapers. 1 above grade level reading materials. 1 card catalogue of materials housed. 1 student publications. 1 files of past issues of magazines. 1 The master class time schedule 1 can be changed by teachers when ———— need arises by: l planning with other teachers on a daily basis. ul—D. planning with other teachers on * a weekly basis. a seeking administrative approval for a special change. * requesting a change for next * semester. u2-D. requesting a change for next year. other 1 .._1___ The intramural program includes: 1 team games. 1 individual sports. various club activities. other FOR EACH QUESTION IN THIS SECTION CHECK ALL THE ANSWERS THAT APPLY. Which of the following types of materials are housed in your instructional materials center? filmstrips. collections (coins, insects, art, etc.) motion pictures (include this if you are a member of a central service). microfilms. overhead transparencies. phonograph records. ditto and/or mimeo machines. photo or thermal copy machines. maps, globes, and charts. display cases or areas. School dances are held for: grade five. grade six. *One point for grade seven. each item not checked. grade eight. A club program for students is offered for: grade five. grade six. grade seven. grade eight. Part II, Page 2 UA-I. A8-L. Students are allowed to elect courses of interest from a range of elective offerings: in grade five. in grade six. in grade seven. in grade eight. not at all. How much time would you estimate the average student spends in independent study for each grade listed below?* minutes per day in grade five. minutes per day in grade six. minutes per day in grade seven. minutes per day in grade eight. Students with poor basic skills can get special help in the following areas. (Check only those areas where special help on an individual basis is provided by special staff members trained to treat such situations.) reading 1 mathematics spelling l grammar physical other education *One point for each of the first two if over 20 minutes. One point for each of the last two if over 30 minutes. 9C) AS-I. Electives currently offered in this building are: (check those you offer from this list and add any not listed that you offer.) art 1 orchestra band 1 wood shop vocal music 1 speech drawing 1 typing drama 1 natural resources Journalism 1 creative foreign language writing other family living other unified arts other Students working in independent study situations work on topics that are: we have no independent study program. assigned to them by the teacher. of personal interest and approved by the teacher. of personal interest and unrelated to classroom work. other Dramatic presentations by students are: not a part of the school program. a part of the activities program. a part of certain class activities planned by the teachers. other 91 Part II, Page 3 SO—O. Formal evaluation of students' Sl-P. In regard to community relations work is reported by use of: this school currently: 1 a standard report card with 0 does not send out a parents' letter grades. newsletter. 2 teacher comments, written 1 sends out a parents' newsletter on a reporting form. when need arises. 3 parent-teacher conferences. 2 sends out a parents' newsletter on a scheduled basis. 1 standard report card with number grades. 1 uses a district-wide newsletter to send out information related A parent—teacher~student to this school. conferences. 1 uses the commercial newspaper. other other CU-P r"he staff presents informa- ’“ ' ‘ ‘ ‘”" “ “ S -T. From the s ecial‘zed areas listed tional programs related to “3 2 d p * ° °” below, checa each service which is available to students in your , n g n building. (Note that a service 1 when .equested by the pa.ents. need not be housed within the school building to be available 1 once or twice a year at regular parents' meetings. to your students.) the school's functions: _l__ at open house programs. —l—— guidance counselors. _l___ at regularly scheduled "seminar —l—- SChOOl nurse. Ezgggegiggiggie2%:?ned for _l__ school psychologist. other _l__ visiting teacher. _——_ _l__ speech therapist. _l_‘ diagnostician. 1 clinic services for the emotionally disturbed. 1 special education programs for the mentally handicapped. 1 special reading teacher. others: Part SA—R. II, Page u Teaching teams are organized to include: fully certified teachers. para-professionals. clerical helpers. student teachers. others 92 H From the following list check those types of auxiliary helpers available in your building: paid para—professionals. volunteer helpers from the community. volunteer helpers from the student body. student teachers and interns. high school "future teachers" students. other 933 QUESTION IN THIS SECTION PLEASE CHECK THE BOX OR BOXES PART III: FOR 5. H " ST DESCRIBE YOUR PROGRAM. 56-D. School social functions are held at this school: Durin the afternoon During the evenin Grade 2 C Grade six 2 0 Grade seven 2 Grade ei ht 2 57-E. The physical education program serves: All Some No Students Students Students Grade five A l 0 Grade six U l 0 Grade seven A l 0 Grade eight A l O 58—E. What degree of emphasis does the physical education program give to the competitive and developmental aspects of the prOgram for boys and girls? Boys Girls 0 High 0 High Competitive Aspects 2 Medium 2 Nedium A Low A Low A High A High Developmental Aspects 3 Medium 3 Medium (5 Low 0 Low 9U Part III, Page 2 59-F. Intramural activities are scheduled for: All , Boys Girls No Students Only Only Students Grade five U l l 0 Grade six U l l 0 Grade seven U l l 0 Grade eight U l l O 60-J. How do your guidance counselors handle group guidance sessions? Regular Sessions Special Sessions Several Times Only Hone Per Year Grade five U l 0 Grade six U l 0 Grade seven U l 0 Grade eight U l O Part III, Page 3 6l-K. 62—L. Independent study opportunities are provided for: 95 Study All Some No Students Students Students Regular Class Time U 2 0 Time Scheduled For Independent U 2 O Daily instruction in a developmental reading program is provided for: All Poor Not At Students Readers All Only Grade five U 2 0 Grade six U 2 0 Grade seven U 2 0 Grade eight U 2 0 APPENDIX C MIDDLE SCHOOL AND RELATED EXPERIENCES OF VALIDATORS 96 97 Dr. Marie Elie: Author of a dissertation related to middle school educa- tion entitled: A Comparative Study of Middle School and Junior High School Students in Terms of Socio-Emotional Problems, Self-Concept of Ability to Learn, Creative Thinking Ability, and Physical Fitness and Health, Michigan State University, 1970. Participant in middle school conferences and frequent observer of numerous middle school programs. Dr. Nicholas Georgiady: Experienced Junior high school principal and curriculum director. Past Executive Director of the Michigan Educational Research Council and of the Michigan COOperative Curriculum Program. Associate Professor and Assistant Chairman of the Department of Curriculum and Instruction, Miami University, Oxford, Ohio. Author of "The Middle School--Is It a Threat to the Elementary School?" which appeared in the Journal of The New York State Association for Supervision and Curriculum Development, Winter, 1967468, Vol. 3, No. 2, Albany, New York. Author of numerous articles related to curricular areas that have appeared in such Journals as: Educational Leadership, Audio-Visual Instruction, Michigan Educational JBurnal, Illinois Journal of Education, The Elementary School Journal, Theory Into Practice, Childhood Education, Wisconsin Journal of Education, and many others. Consultant to middle school workshops. Dr. Ann Grooms: Principal of Indian Hills Middle School, Marriemott, Ohio. Author of Perspectives on the Middle School. Columbus, Ohio: Merrill E Books, Inc., l96U. Middle school consultant for the Kettering Foundation's I.D.E.A. Institute. Director of the middle school workshop sponsored by the University of Cincinnati. President of Educational Services Institute, which provides consultive services to numerous middle schools. Featured speaker at national meetings of educational organizations, on the tOpic of middle school education. Dr. 98 Louis Romano: Dr. Coordinator and supervisor of curricular services for the Shorewood Public Schools, Shorewood, Wisconsin. President, Wisconsin Association for Supervision and Curriculum Development. Author of The Middle School (In Preparation), MacMillan Company. Coauthor of Guides to Curriculum Building -- Intermediate Grades, Department of Public Instruction, Madison, Wisconsin, 1961. Author of numerous articles that have appeared in such publications as: Michigan Journal of Secondary Education, Ohio Journal of Education, Illinois Journal of Education, Journal of Experimental Education, Associated Public School System Yearbook, and others. Director of the middle school workshop held at Michigan State University during the summer of 1968. Middle school consultant for numerous public school systems. I.G.E. trainer for the Kettering Foundation. Emmett Williams: Coauthor of The Emergent Middle School, New York: Holt, Rinehart and Winston, Inc., 1968. Guest editor of Theory Into Practice, Vol. VII, June, 1968. This edition was devoted entirely to the subject of middle school education. Author of articles relating to middle school education that have appeared in Educational Leadership, Today's Education, Phi Delta Kappan, and other similar publica— tions. Director of the summer workshop on middle school education held every summer at the University of Florida at Gaines— ville, Florida. Featured middle school resource person at numerous state, regional, and national conferences. Consultant on middle school education to numerous public school systems. BIBLIOGRAPHY 99 lOO BIBLIOGRAPHY Books Alexander, William M. The Emergent Middle School. New York: Holt, Rinehart and Winston, Inc., 1968. Bossing, Nelson L., and Cramer, Roscoe V. The Junior High School. Boston: Houghton Mifflin Company, 1965. Eichhorn, Donald H. The Middle School. New York: The 1,, Center for Applied Research in Education, Inc., 1966. f. Kindred, Leslie W. The Intermediate Schools. Englewood Cliffs, N. J.: Prentice—Hall, Inc., 1968. irMurphy, Judith. Middle Schools. New York: Educational Laboratories, Inc., 1965. d Patterson, Franklin. The Adolescent Citizen. Glencoe, Illinois: The Free Press of Glencoe, Inc., 1960. I Popper, Samuel. The American Middle School: An Organiza— tional Analysis. Waltham, Mass.: Blaisdell Publishing Company, 1967. W Stone, L. Joseph. Childhood and Adolescence. New York: Random House, l957. a Van Til, William; Vars, Gordon F.; and Lounsbury, John H. ’ Modern Education for the Junior High School Years. Indianapolis, Indiana: The Bobbs-Merrill Company, Inc., 1967. Periodicals Adelson, Joseph; Green, Bernard; and O'Neil, Robert. "Growth of the Idea of Law in Adolescence." Developmental Psychology, L (July, 1969), 327-332. Airoldi, Normand; Peterson, Barbara; and Webb, Dwight. "Junior High School Athletes Excel in Scholarship." Personnel and Guidance Journal, XLV (June, 1967), lO2l-lO2U. 101 Alexander, William M. "Middle School Movement." Theory Into Practice, VII (June, 1968), llU—ll7. . "The New School in the Middle." Phi Delta Kappan, L (February, 1967), 355-357. . "What Educational Plan for the In—Between Ager?" Education Digest, XXXI (May, 1966), 18-20. , and Williams, Emmett L. "Schools for the Middle School Years." Educational Leadership, XXIII (December, 1965), 220-22U. Allen, Deryle. "Junior High School Athletes Excel in Scholarship: A Reply." Personnel and Guidance Journal, XLVI (January, 1968), 505. Allen, Vernon L., and Bragg, Barry W. "Effect of Social Pressure on Concept Identification." Journal of Educational Psychology, LIX (August, 1968), 302-308. Atkins, Neil P. "Rethinking Education in the Middle." Theory Into Practice, VII (June, 1968), ll8-ll9. Barr, Donald J. "Look at Junior High School Counseling." Michigan Education Journal, XLV (November, 1967), 17-18 0 Batezel, W. George. "Middle School: Philosophy, Program, Organization." Clearing House, XLII (April, 1968), U87—U90. Bauer, Francis. "Causes of Conflict." National Association of Secondary School Principals Bulletin, XLVII (April: 1965): 17-23- Bell, Alan P. "Adolescent Sexuality and the Schools." Northcentral Association Quarterly, XLIII (Spring, 1969), 3U2-3U7. Betchkal, James, ed. "At McDonald It's Anything But Middle of the Road.". American School Board Journal, CLVI (May, 1969), 22-26. . "Berger Was Built to Blaze Trails and It Has." American School Board Journal, CLVI (February, 1969), 15-1.8 o BishOp, Lloyd K. "Independent Study." The Clearing House, XLII (September, 1967), 9-lU. 102 Blough, Max. "Theoretical and Practical Aspects of the Middle School." National Association of Secondary School Principals Bulletin, LII (March, 1969), 8-13. Brandt, Ronald L. "The Middle School in a Non-Graded System." Journal of Secondary Education, XLIII, 165-170. Brimm, R. P. "Middle School or Junior High? Background and Rationale." National Association of Secondary School Principals Bulletin, LIII (March, 1969), l-7. Brod, Pearl. "Middle School in Practice." Clearing House, XLII (May, 1969), 530-532. "The Middle School: Trends Toward Its Adoption." The Clearing House, XL (February, 1966), 331-333. Case, Truman N. "Curricular Changes in the Junior High School." National Association of Secondary School Principals Bulletin, L (October, 1963), U9—55. Coleman, James. "Social Change - Impact on the Adolescent." National Association of Secondary School Principals Bulletin, XLIX (April, 1965), ll-lU. Compton, Mary F. "Middle School: Alternative to the Status Quo." Theory Into Practice, VII (June, 1968), 108- 110. Cuff, William. "Middle Schools on the March." National Association of Secondary School Principals Bulletin, LI (February, 1967), 82—86. Curtiss, Thomas E. "Administrators View the Middle School." High Points, XLVII (March, 1966), 30-35. "The Middle School in Theory and Practice." National Association of Secondary School Principals Bulletin, LII (May, 1968), 136-1UO. Cyphert, Frederick R. "Independent Study: The Dilemma." Theory Into Practice, V (December, 1966), 205-231. Darling, Glen H. "The Changing Junior High—-An Urgency in Education." Minnesota Journal of Education, XLVII (November, 1966), lO-12. DiVirgilio, James. "Switching From Junior High School to Middle School?" Clearing House, XLVIV (December, 1969), 224—227. 103 Douglas, Harl R. "What Type of Organization of Schools?" Journal of Secondary Education, XLI (December, 1966), Dunlap, Robert S. "Toward Improved Professional Practice Under Flexible-Modular Scheduling." Journal of Teacher Education, XIX (Summer, 1968), lS9-l6U. Eichhorn, Donald H. "Middle School Organization: A New Dimension." Theory Into Practice, VII (June, 1968), lll-llU. Elkind, David. "Egocentrism in Adolescence." Child DeveIOpment, XXXVIII (December, 1967), 1025-103U. Fea, Henry R. "Team Teaching: Psychological Implications." The Clearing House, XLIII (November, 1968), 177- 179. Funard, George J. "Team Teaching." The Clearing House, XLIII (March, 1969), UOl-UIO. Gasturith, Paul. "Questions Facing the Middle School." High Points, XLVII (June, 1966), UO-U7. Glissmeyer, Carl H. "Which School for the Sixth Grade?" California Journal of Educational Research, XX (September, 1969), 176:185. Greenbaum, Marvin; Harris, Alice; and Schaeffer, Benson. "The Treatment of Socially Oriented Underachievers: A Case Study." Journal of School Psychology, IV (Winter, 1968), 70—73. Greenlee, Robert D. "Encouraging More Club Activities in A Very Large School." Instructor, XLVII (April, 1059), 35. Gruhn, William T. "What Do Principals Believe About Grade Organization?" Journal of Secondary Education, XLII (April, 1967), 169-17U. Havighurst, Robert J. "Lost Innocence." National Associa- tion of Secondary School Principals Bulletin, XLVII (April, 1965), l-U. . "Middle School Child in Contemporary Society." Theory Into Practice, VII (June, 1968), 120-122. Heller, Robert W., and Hansen, James C. "Middle School *and Implications for the Guidance Program." Peabody Journal of Education, XLVI (March, 1969), 291-297. lOU Hickman, L. G., ed. "Five Flexible Schedules That-Work." Nation's Schools, LXXXII (August, 1968), 31. ., and Berger, L. E. "Middle School: School of the Month, Wells Fargo, North Dakota." Nation's Schools, LXXXIII (March, 1969), 108- 109. , Hill, John P., and Kochendorfer, Roy A. "Knowledge of Peer Success and Risk of Delection as Determi- nates of Cheating." Developmental Psychology, I (May, 1969). 231-238. Howard, Alvin W. "Problems in Junior High School Activities." School Activities, XL (January, 1969), 2. . "Which Years in Junior High?" Clearing House, XLI (December, 1966), 227-230. Howell, Bruce. "Middle School, Is It Really Any Better?" North Central Association Quarterly, XLIII (Winter, 1969), 281-287. Jennings, Wayne. "Middle School? No!"' Minnesota Journal of Education, XLVII (January, 1967), 73-7U. Johnson, Mauritz. "Research and Secondary Education." Educational Forum, XXXI (March, 1967), 293-301. Jones, J. G., and Strowig, R. W. "Adolescent Identity and Self-Perception as Predictors of Scholastic Achievement; Who Am I Technique." Educational Research, LXII (December, 1968), 78—82. Kennedy, Joseph S. "Interscholastic Sports: Misdirected? Misguided? Misnomer? A Reply." The Clearing House, XLII (April, 1969), U7l—U73. Kugelmass, 8., and Briznitz, S. "Intentionality in Moral Judgment." Child Development, XXXIX (March, 1968), 2U9-256. Livingston, A. H. "Middle School." Education, XLV (April. 1968). BUS-3U7. Long, Barbara H.; Filler, Robert; and Henderson, Edmund. "DeveIOpmental Changes in the Self-Concept During Adolescence." School Review, LXXVI (June, 1968), 210-230. 105 Mathesis, Duane J. "Flexible Requirements Stimulate Inno- vation." Minnesota Journal of Education, XLIX (September, 1968), 39. Mead, Margaret. "Early Adolescence in the United States." National Association of Secondary School Principals Bulletin, XLVII (April, 1965), 7—10. Meade, David W. "Seventeen? No, Thirteen." Minnesota Journal of Education, XLVII (November, 1966), l2-13. Meredith, Howard V. "Synopsis of Puberal Changes in Youth." Journal of School Health, XXXVII (April, 1969), 171-176. Moss, Theodore C. "Middle School Comes and Takes Another Grade or Two." National Elementary Principal, XLVIII (February, 1969), 37-Ul. Nickerson, Neal C. "Regroup for Another Try." Minnesota Journal of Education, XLVII (November, 1966), 1U:15. Noren, William W. "Some Practices in Grouping." Childhood Education, XLV (December, 1968), 189—196. Oestreich, Arthur H. "Middle School in Transition." The Clearing House, XLIV (October, 1969), 91-95. _Overly, Norman V., and McKeegan, Hugh F. "Individualizing for Independence of Students and Teachers." Theory Into Practice, V (December, 1966), 225-228. Pietrofesa, John J., and Rosen, Al. "Interscholastic Sports: Misdirected? Misguided? Misnomer?" The Clearing House, XLIII (November, 1968), 165-169. Popper, Samuel H. "Reflections on a Troubled Institution." National Association of Secondary School Principals Bulletin, LII (May, 1969), 118-129. "What About the Middle School?" Today's Education, XLIII (November, 1969), 52. Post, Richard J. "Middle School: A Questionable Innovation." The Clearing House, XLII (April, 1968), U8U—U86. Pray, H. E., and McNamara, J. A. "Transition to Middle School." The Clearing House, XLI (March, 1967), U07-U09. 106 Pumerantz, Philip. "State Recognition of the Middle School." National Association of Secondary School Principals Bulletin, LIII (March, 1969), lU-19. Rasmussen, Gerald R. "Meaningful In—Service Program for the Neglected School Administrator." Journal of Secondary Education, XLIV (March, 1969), l29-l3U. Regan, Eugene E. "The Junior High School Is Dead." The Clearing House, XLII (November, 1967), lSO—lSl. Rice, Arthur, ed. "Success and Failure; Flexible Schedul- ing." Michigan Education Journal, XLVI (September, I968), 2U. Rodes, George A. "Middle School vs. Junior High School." New York State Education, LV (April, 1968), 32. Sanders, Stanley S. "Challenge of the Middle School." Educational Forum, XXXII (January, 1968), 191-197. Schmuck, Richard. "Concerns of Contemporary Adolescents." National Association of Secondary School Principals Bulletin, XLVII (April, 1965), 18-21. Shawver, David E. "Team Teaching: How Successful If It?" The Clearing House, XLVIII (September, 1968), 2l-26. Southworth, Horton C. "Teacher Education for the Middle School, A Framework." Theory Into Practice, VII (June, 1968), 123-128. Stephens, W. Richard. "Junior High Schools, A Product of Reform Values, 1890-1920." Teachers College Journal, XXXIX (November, 1967), 52-60. Strickland, Joan H., and Alexander, William. "Seeking Continuity in Early and Middle School Education." Phi Delta Kappan, L (March, 1969), 397-UOO. Stucrwich, Harlan. "Dropout: Early Adolescent Education." The Clearing House, XLII (December, 1968), 216-219. Studer, Sister Mary L. "Role of the Teacher in Develop- mental Guidance in an Elementary School." NCEA Bulletin, LXIV (November, 1967), 187-188. Taormina, Francis R. "Team Teaching in the Middle School." New York State Education, LVI (April, 1969), 221. 107 Thornbury, Hershel D. "Sex Education." Arizona Teacher, LVI (May, 1968), l2-l3. Torrance, E. Paul. "Independent Study as an Instructional giglég2 TheOry Into Practice, V (December, 1966), Vars, Gordon F. "Junior High or Middle School? Which Is Best for Education of Young Adolescents?" High School Journal, L (December, 1966), 109—113. Williams, Emmett L. "Middle School Movement." Today's Education, LVII (December, 1968), Ul-U2. Williams, Fred T. "Elementary and Secondary School Principals: Partners in Pressure." National Elementary Principal, XLVII (May, 19685, 73-79. Wilson, Mildred F. "What Is a Middle School? Convell Middle Magnet School in Philadelphia." The Clear— ing House, XLIV (September, 1969), 9-11. Wilson, Mildred T., and Popper, Samuel H. "What About the Middle School?" Today's Education, LVII (November, 1969) 3 52-55 0 Wirth, Arthur G. "A Perspective for Independent Study." Theogy Into Practice, V (December, 1966), 209-213. Zahron, Hamed A. A. "Self-Concept in the Psychological Guidance of Adolescents." Britan Journal of Edu- cational Psychology, XXVII (June, 1967), 225-2U0. Essays and Articles in Collections Alexander, William M., and Williams, Emmett L. "Schools for the Middle Years." Controversy in American Education. Edited by Harold Full. New York: The MacMillan Company, 1967. DeLorenzo, Louis T., and Salter, Ruth. "Co—operative Research on the Nongraded Primary." School Organi- zation: Theory and Practice. Edited by Marion POpe Frgnklen. Chicago: Rand McNally and Company, 19 7. Kelly, Florence C. "The Ungraded Primary School in Milwaukee." School Organization: 'Theory and Practice. Edited by Marion Pope Franklen. Chicago: Rand McNally and Company, 1967. 108 Mead, Margaret. "Early Adolescence in the United States." Controversy in American EducatiOn. Edited by Harold Full. New York: The MacMillan Company, 1967. Sanders, Stanley G. "Challenge of the Middle School." Education Forum, XXXII (January, 1968). Wattenberg, William W. "Youth Education: A Psychophysical Perspective." Youth Education: Problems, Pergpec— tives, Promise. Edited by Raymond H. Muessig. Washington: Association for Supervision and Cur- riculum Development, N.E.A. Press, l968.' Woodring, Paul. "The New Intermediate School." Social Foundations of Education. Edited by Dorothy Westby- Gibson. New York: The Free Press, 1967. Publication of a Professional Organization "Middle Schools in Theory and in Fact, Summary of Middle Schools in Action." Educational Research Service. NEA Research Bulletin, XLVII (May, 1969). "Recommended Grades or Years in Junior High or Middle Schools." Committee on Junior High School Education. National Association of Secondary School Principals Bulletin, L (February, 1967). Unpublished Materials Gerson, Raymond Joseph. "Proposals for Middle School Cur- riculum." Unpublished Ph.D. dissertation, Columbia University, 1961. Marshall, Doris L. "A Comparative Study of Instructional Policies of Middle Schools Administered Respectively by Elementary-Oriented Principals and Secondary— Oriented Principals." Unpublished Ph.D. disserta— tion, Michigan State University, 1970. "The Middle School in Grosse Pointe." A brochure prepared by the Grosse Pointe Public Schools, Grosse Pointe, Michigan. Wiley, Russel. "The Middle School--A New Plan." An address given at the National School Boards Association Annual Convention, Minneapolis, Minnesota, 1966. (Mimeographed.) 109 Williams, Emmett. "The Emergent Middle School: Some Guidelines." University of Florida, September 15, 1970. (Mimeographed.) (I'll-l." "IIIIIIIIIIIIIII