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8020751

W a h , W ill ia m

A STUDY OF TEACHER PERCEPTIONS OF SELECTED MIDDLE SCHOOL
PROGRAMS IN MICHIGAN

Michigan State University

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A STUDY OF TEACHER PERCEPTIONS OF SELECTED
MIDDLE SCHOOL PROGRAMS IN MICHIGAN
By
William Wah

A DISSERTATION
Submitted to
Michigan S t a t e University
in p a r t i a l f u l f i l l m e n t of th e requirements
f o r the degree of
DOCTOR OF PHILOSOPHY
Secondary Education and Curriculum
1980

ABSTRACT
A STUDY OF TEACHER PERCEPTIONS OF SELECTED
MIDDLE SCHOOL PROGRAMS IN MICHIGAN
By
William Wah

The purpose o f t h i s study was to a s c e r t a i n the pe rceptions
o f the teaching s t a f f s about t h e i r middle school programs.

These

pe rc ep tio ns were used to examine th e following resea rch q u e stion s:
1.

I s t h e r e a c o r r e l a t i o n between the t e a c h e r s ' t o t a l
teaching ye ars in a middle school and t h e i r percep­
t io n s o f t h e i r middle school program?

2.

Is t h e r e a c o r r e l a t i o n between the t e a c h e r s ' t o t a l
c e r t i f i c a t e d years o f teaching and t h e i r pe rc eptio n s
o f t h e i r middle school program?

3.

Is t h e r e a c o r r e l a t i o n between the t e a c h e r s ' choices
to teach in a middle school and t h e i r p e rc ep tio n s o f
t h e i r middle school program?

4.

Is t h e r e a c o r r e l a t i o n between the t e a c h e r s ' responses
to the s t a t e d middle school philosophy and t h e i r per­
cep tio ns of t h e i r middle school program?

Three open end quest io ns were examined.

These qu estio ns

were about l i k i n g to teach in a middle sch o o l, using the middle
school c h a r a c t e r i s t i c s as p a r t o f the e v a lu a tio n process about
t h e i r middle school program, and th e u se fu ln ess o f the middle school
c h a r a c t e r i s t i c s f o r the development o f an e f f e c t i v e middle school
program.

Additional information examined included the c o r r e l a t i o n

W i l l i a m Wah
between the period o f time which the middle school was opera tin g and
the teach er responses, plus an i n te r n a l examination o f the eighteen
middle school c h a r a c t e r i s t i c s .
Procedures
The sample o f t h i s study c onsisted o f the teaching s t a f f s
o f four Michigan middle scho ols.

Two middle schools were operating

f o r more than t h r e e y e a r s , and two were op e ra tin g f o r t h r e e years
or le ss.

Two schools had grades 5-8 while the o t h e r two schools

served grades 6-8.

All schools used in t h i s study were o f a

s t r a t i f i e d random s e l e c t i o n .
A sixty-tw o item q u e stio n n a ir e was used in t h i s study.
This q u e s t io n n a ir e was developed by Riegle and included sixty-tw o
items c o r r e l a t e d to the eighteen middle school c h a r a c t e r i s t i c s .
Seven demographic statements were added to the sixty-two items.
This four p a r t survey was named the Middle School Questionnaire.
L e t te r s were mailed to the fo ur Michigan middle sc hools.
Appointments were made to p resen t the q u e stio n n a ir e in person.
Two middle schools accepted the o f f e r of a personal p r e s e n t a ti o n ,
while the o t h e r two schools answered t h e i r q u e stio n n a ire s i n d i ­
v i d u a l l y and returned t h e i r completed surveys by mail.

Follow-up

l e t t e r s were s e n t to each middle school, but no a d d itio n a l surveys
were r e tu r n e d .

The t o t a l teach er response was seventy.

The seventy teacher responses were coded, key punched, and
fed i n to the 6500 computer a t Michigan S t a te U n iv e rs ity .

The

S t a t i s t i c a l Package f o r Social Sciences was used t o examine the

W i l l i a m Wah

data.

Data a n a l y s i s was accomplished by using the Pearson Co rrela ­

t io n C o e f f i c i e n t t e s t and the ' t ' t e s t .
Conclusions
1.

The period o f time a te a c h e r had taught e i t h e r in a
middle school o r o t h e r grades had l i t t l e e f f e c t upon
the t e a c h e r s ' responses about the eightee n middle
school c h a r a c t e r i s t i c s .

2.

The number o f t e a ch e rs who chose to teach in a middle
school showed no s i g n i f i c a n c e upon the te a c h e r
responses about the eighteen middle school c h a r a c t e r ­
istics.

3.

The number of tea c h e r s who accepted the middle school
philosophy showed no probable i n f lu e n c e upon t h e i r
responses to the eig hteen middle school c h a r a c t e r i s ­
tics.

4.

About h a l f o f th e te a c h e r s po lled l ik e d teaching in
a middle school.

5.

The longer a middle school was op e ra tin g th e g r e a t e r
number o f middle school c h a r a c t e r i s t i c s were imple­
mented.

DEDICATION
To my wife Gail
and to our ch ild ren W. David and S a l ly J.

ii

ACKNOWLEDGMENTS

The very warmest a p preciatio n to njy committee including:
Dr. Ben Bohnhorst, Dr. Richard Gardner, Dr. Louis Romano, and
Dr. Stephen Yelen.
A special a ppre ciation to my p r o j e c t d i r e c t o r , Dr. Louis
Romano; warm ap p re cia tio n to ny committee chairman, Dr. Ben
Bohnhorst; and many thanks to Su Sookpokakit, research c o n su lta n t.
And above a l l , the warmest f e l t a p preciatio n to my wife
Gail f o r her a s s i s t a n c e , support, time, reading, pa tien c e, and
encouragement, and my ch ildren William David and S a lly who have
shared t h i s u n fo rg ettab le period.

TABLE OF CONTENTS

Page
LIST OF T A B L E S .......................................................................................

vi

Chapter
I.

II.

III.

IV.

INTRODUCTION

............................................................................

1

Importance to Education ..................................................
Purpose of the S t u d y ........................................................
Research Objectives
........................................................
D e fin itio n of Terms
........................................................
Lim itations o f the S t u d y ..................................................
A s s u m p t i o n s ...........................................................................
The Organization o f the Study ......................................
S u m m a r y .................................................................................

6
7
8
8
10
10
11
12

REVIEW OF THE RELATED LITERATURE.......................................

13

A B r i e f History o f the Growth of the American
Middle School .....................................................................
The Middle School Program...................................................
Middle School Teacher Preparation ................................
Review o f Related Studies........ ...........................................
S u m m a r y .................................................................................

13
18
28
38
44

DESIGN OF THE STUDY...............................................................

47

Introductio n ...........................................................................
Probl e m .................................................................................
S e le c tio n of Sample
...............................
. . . .
Development and D i s t r i b u t i o n o f Instrument . . .
Treatment of D a t a ...............................................................
S u m m a r y .................................................................................

47
47
48
49
52
54

ANALYSIS OF THE DATA...............................................................

57

Introductio n ...........................................................................
Research Question 1

57
57

iv

Page

C h ap ter
Research Question 2
Research Question 3
Research Question 4
Open End Question D a t a .................................................
I n te r n a l Examination Data
............................................
Duration o f Operation Data ............................................
S u m m a r y .................................................................................
V. SUMMARY, FINDINGS, CONCLUSIONS,AND RECOMMENDATIONS.

59
59
59
62
64
65
69
72

S u m m a r y .................................................................................
F i n d i n g s .................................................................................
C o n c l u s i o n s ...........................................................................
Discussion o f Conclusions
............................................
Implications ...........................................................................
Recommendations f o r Further Study ...............................
R e f l e c t i o n s ...........................................................................

72
74
75
76
78
79
79

APPENDICES....................................................................................................

83

A. LETTERS TO MIDDLE SCHOOL STAFFS

.......................................

84

.............................................

87

C. MIDDLE SCHOOL CHARACTERISTICS .............................................

100

D. TEACHER COMMENTS ON MIDDLE SCHOOLQUESTIONNAIRE .

.

104

..............................................................................................

107

B. MIDDLE SCHOOL QUESTIONNAIRE

BIBLIOGRAPHY

v

LIST OF TABLES

Table

Page

3.1

Eighteen Middle School C h a r a c t e r i s t i c s as Related to
the Middle School Questionnaire ......................................

4.1

Relationship o f Middle School Teaching Years to
Eighteen Middle School C h a r a c t e r i s t i c s
. . . .

58

Rela tionship o f Total Teaching Years to the Eighteen
Middle School C h a r a c t e r i s t i c s
......................................

60

Comparison of Group I and Group II as Related to
Variables A - R ...........................................................................

61

Middle School Philosophy as Related to the Eighteen
Middle School C h a r a c t e r i s t i c s
......................................

63

4.5

C o r r ela tio n Between Variables A-R to Variables A-R

66

4.6

Comparison o f Variables A-R to Variables A-R

4.7

Comparison of Group I and Group II as Related to
Variables A - R ...........................................................................

68

Differences Between Group I and Group II as Related
to Variables A - R .....................................................................

70

4.2
4.3
4 .4

4 .8

vi

.

. . .

51

67

CHAPTER I
INTRODUCTION

Junior high schools came i n to being a t the tu rn o f the
century and were developed to meet the needs o f pre- and e arly
adole sc ent youth.
to adolescence.

These young people are changing from childhood
Therefore the j u n i o r high school program was to

be d i f f e r e n t from the s e n i o r high school and grammar school program.^
The j u n i o r high school evolved t y p i c a l l y to c o n s i s t of
grades 7-9.

The National Association of Secondary School P r i n c i p a l s '

1966 r e p o r t s t a t e s t h a t 67 percent o f the p r i n c i p a l s are p a r t of a
6-3-3 org an iz atio n al system,

which i n d ic a t e s the widespread accep­

tance of the j u n i o r high schools.
Although j u n i o r high schools are g e n erally accepted, there
has been a growing d i s s a t i s f a c t i o n about the e f f i c i e n c y and e f f e c ­
t iv e n e s s o f the purposes and p r a c t i c e s of thes e sc hools.

Wattenberg

has been a c r i t i c o f the j u n i o r high schools, and he s t a t e s t h a t :

^Stanley G. Sanders, "Challenge o f the Middle School," The
Educational Forum 32 (January 1968): 191-197.
2
Committee of Ju nior High School Education, National Associa­
t io n of Secondary School P r i n c i p a l s , "Recommended Grades or Years
in Ju n io r High or Middle Schools," B u l l e t i n of the National Associa­
t io n of Secondary School P r i n c i p a l s 57 (February 1967): 68-70.

1

2
The e x is te n ce o f the j u n i o r high school provides an oppor­
t u n i t y to cope with a s e t of problems f o r which we otherwise
would not have s u i t a b l e a d m i n i s t r a t iv e s t r u c t u r e . But, and
t h i s i s most important "b ut," much too l i t t l e has been done
to make use o f t h i s o p p o r t u n i t y .3
A f u r t h e r review of some l i t e r a t u r e points o u t t h a t j u n i o r
high school philosophy and orga nization are by and large patterned
a f t e r the se n io r high school.

Gatewood speaks out a g a i n s t "high

scho ol-type programs of s t u d i e s , departmental o r g a n iz a tio n , Carnegie
u n i t s , i n t e r s c h o l a s t i c a t h l e t i c s , and e a r l y s o c i a l i z a t i o n a c t i v i t i e s
t h a t have long c hara c te r iz e d and plagued j u n i o r highs."^

Because

o f these p a t t e r n s and methods of the j u n io r high sc hools, Moss wrote
the opinion t h a t these excesses were enough "to cause educators to
question whether e x i s t i n g j u n i o r high schools were meeting t h e i r
stated objectives."

William M. Alexander s t a t e s the point:

There is a major question as to whether the j u n i o r high
school as i t now e x i s t s should defend i t s e x is te n c e on a
t r a d i t i o n a l b a s i s . Indeed, we doubt whether any i n s t i t u ­
t io n can have re a l purpose and v a l i d i t y i f i t s r o l e i s
subordinated e i t h e r to the s e p ara te i n s t i t u t i o n i t bridges 6
or to the one f o r which i t serves as a prepara tory fu n ctio n .
3

William W. Wattenberg, "The Ju nior High School—A Psycholo­
g i s t ' s View," The B u l le t in o f the National Association o f Secondary
School P r i n c ip a ls 49 (April 1965): 36.
4
Thomas E. Gatewood, "What Research Says About the Middle
School," Educational Leadership 31 (December 1973): 222.
5
Theodore C. Moss, "The Middle School Comes—and Takes
Another Grade or Two," National Elementary P r i n c ip a ls 48 (February
1969): 39.
^William M. Alexander, "The Junior High School: A Changing
View," B u l le t in of National Association o f Secondary School
P r i n c ip a ls 48 (March 1964): 16.

3
As the j u n i o r high schools continue on t h e i r more t r a d i ­
t i o n a l b a s i s , the concept o f the middle school has emerged.

Never­

t h e l e s s some o f these i n s t i t u t i o n s , though bearing the name "middle
sch o ol," have been following the same p a t t e r n s and methods as the
j u n i o r high sc hools.

" T ra d i ti o n a l" j u n i o r high school programs

appear to lack the f l e x i b i l i t y to meet the growth needs o f preand e a r l y a d o le sc e n t youth.
In o r d e r to meet t h e needs of p r e - a d o l e s c e n t s , middle
schools have developed.

Middle schools have been e s t a b l i s h e d in

Michigan, F l o r i d a , Maryland, New York, New J e r s e y , Pennsylvania,
Ohio, I l l i n o i s , Alabama, and Texas to mention only some o f the
states.
schools.

In th ese e s t a b l i s h e d schools t h e r e a re few t r u e middle
Gatewood w r i t e s about the s t a t u s o f middle schools:

Middle schools have adapted the educational programs and
p r a c t i c e s o f j u n i o r h igh s, thus not s u c c e s s f u l l y achieving
the middle school concept . . . based upon these f i n d in g s ,
i t should come as no s u r p r i s e t h a t several s t u d i e s . . .
have found a s i g n i f i c a n t gap between the main t e n e t s of
the t h e o r e t i c a l middle school concept proposed by leading
middle school a u t h o r i t i e s and a ctual educational p r a c t i c e s
in most middle school s . 7
There appears to be a need to e s t a b l i s h a middle school program
which in p r a c t i c e embraces the t h e o r e t i c a l middle school concepts.
The concept of the middle school emerged with the aim o f
i n c o r p o r a tin g some changes.

In 1973, Eichhorn e d i t o r i a l i z e d about

the emerging middle schools w r i t in g the following:

7Gatewood, p. 223.

4
. . . much progress has been made s i n c e 1965. I b e lieve
t h i s progress w ill a c c e l e r a t e in the next few ye ars as a
growing number o f dedicated p r o f e s s i o n a l s a re determined
to c r e a t e le a r n in g programs which a r e as e x c i t i n g and
dynamic as the t r a n s e s c e n t s f o r whom they are i n t e n d e d . 8
I t i s ap paren t t h a t educators a re beginning to take the
i n i t i a t i v e to c r e a t e a middle school program e x p re ss ly designed f o r
t r a n s e s c e n t youth.

Any program which i s to be e x c i t i n g and dynamic

needs t o t a l s t a f f involvement, t h a t sense o f group involvement and
ownership.
The middle school concepts a re broad, but these have been
developed i n t o s e t s o f g u id e l i n e s f o r p r a c t i c a l a p p l i c a t i o n .
g
Georgiady and Romano l i s t g u id e l i n e s f o r a middle school.
Tobin
has prepared a l i s t o f qu estio n s about th e relevancy o f the middle
sch o o l.^

Guidelines f o r Jun ior High and Middle School Education

have been developed by th e National As sociation of Secondary School
P rin cip als.^

The above mentioned g u id e lin e s a re bu t a sampling

o f the number o f middle school g u i d e l i n e s a v a i l a b l e .
In each o f the g u i d e l i n e s some r efe ren c es a r e made about
the middle school s t a f f and a d e s c r i p t i o n o f the r o l e of the s t a f f .
S t a f f involvement i s of g r e a t importance f o r a success fu l program.
®Donald H. Eichhorn, "Middle School in the Making,"
Educational Leadership 31 (December 1973): 197.
g
Nicholas P. Georgiady and Louis G. Romano, "Do You Have a
Middle School?" Educational Leadership 31 (December 1973): 238-241.
^Micha el F. Tobin, "Purpose and Function Precede Middle
School Plannin g," Educational Leadership 31 (December 1973): 204.
^ N a t i o n a l Associatio n o f Secondary School P r i n c i p a l s Bulle­
t i n , "Guidelines f o r Ju n io r High and Middle School Education."

5
Eichhorn as quoted above makes t h i s c l e a r .

Paul George said the

following about the Florida middle schools:
Almost every middle school in the s t a t e is making an e f f o r t
to design a schedule and a system o f grouping which f i t what
teachers and students want to do, r a t h e r than the r e v e r s e . 12
Glen Gerard d i s t r i b u t e d a b u l l e t i n a t the A p r i l , 1975 Michigan
Association o f Middle School Educators Conference.

This b u l l e t i n

pointed out s t a f f involvement by saying:
The i n s t r u c t i o n a l program a t Kinawa Middle School has
developed during the p a st few years as a r e s u l t of s t a f f
decision making. No program i s i n i t i a t e d , planned, or
implemented unless t h e r e i s a commitment from s t a f f . I f
i n d i v i d u a l i z a t i o n i s to occur with c h i l d r e n , i t must begin
with the s t a f f . *3
Gatewood and Mills had t h i s to say about the t e a c h e r s , pupils and
the classroom:
The most important lesson educators should l ea rn from a l l
o f t h i s i s t h a t , f o r the education o f p u p i l s , i t does not
m atter whether they are housed in a middle school or a
j u n i o r high school, provided they have good teachers and
a sound curriculum. Once the door o f the classroom is
clo sed, the teacher e n te r s t h a t room with a group of
p u p i l s . This is the h e a r t and soul of education. Let
us not f o r g e t t h a t . 14
A p o sitio n statement by the Michigan Ju n ior High-Middle
School Task Force a l l o t t e d over 75 percent of the main r e p o r t about

12

Paul S. George, "The Middle School in Florida: Where Are
We Now?" Educational Leadership 31 (December 1973): 11.
13
Glen Gerard, "S p otlig h t on Innovative Middle School,"
Michigan Association of Middle School Educators, A p r i l , 1975, p. 11.
14
Thomas E. Gatewood and Robert C. M i l ls ," Preparing Teachers
f o r the Middle School-Junior High: A Survey and A Model Background
of the Study," paper presented a t the annual meeting of the North
Central Associa tio n, Chicago, I l l i n o i s , March 25, 1973, p. 3.

6
teacher competencies, p r e - s e r v i c e and i n - s e r v i c e education, and
15
teach er c e r t i f i c a t i o n .
I t is q u i te apparent t h a t the teach er i s most important in
the development of the emerging middle school program.

The teachers

need s u f f i c i e n t understanding o f the middle school program whereas
enthusiasm w ill develop and the needs of the st ud en ts w ill be met.
Importance to Education
As the curriculum o f an emerging middle school program is
being developed, educators need continued e f f o r t s toward meeting
the varied needs o f the t r a n s e s c e n t youth.

F i r s t , the program i s

to be d i f f e r e n t from the se n io r high school and elementary school
programs.

Secondly, s u f f i c i e n t a l t e r n a t i v e s within the boundaries

o f the program are to be a v a i l a b l e to meet the needs of the s t u ­
d e n ts .

T h ir d ly , t h e r e needs to be a g r e a t e r degree o f teach er

involvement in both the planning and the development of the middle
school program.

L a s tl y , the implementation r e s p o n s i b i l i t y r e s t s

with the tea ch e r as does the r e s p o n s i b i l i t y fo r needed a l t e r n a t i v e s
to the e x i s t i n g curriculum.
More teacher involvement may mean a more e f f e c t i v e middle
school program.

The tea ch er i s a person in the d e liv e r y system who

meets d i r e c t l y with the students more o ften than o th e r s t a f f members.
The t e a c h e r s ' d a i l y conta cts with students mean t h a t the teachers
do have a major r o l e influ encing what students learn while in the
15
1974.

Michigan Ju nior High-Middle School Task Force, November 20,

7
classroom.

Hopefully, t h i s teach er in flu en ce w ill be e f f e c t i v e

during most o f the school days and a t times a f t e r the school day.
I t i s a ls o s i g n i f i c a n t t h a t teachers a re able to make
ad ap tatio n s to the e x i s t i n g curriculum and s t i l l s t a y within the
s t r u c t u r e o f the e x i s t i n g curriculum.

This p r a c t i c e of adapting

the curriculum to the st ud en ts needs would be a s t r a t e g y to help
stud e nts experience t h a t which would be most b e n e f i c i a l f o r them.
Purpose o f the Study
The purpose o f the study i s to a s c e r t a i n the perceptions
o f the teaching s t a f f about t h e i r middle school program.

Eighteen

middle school c h a r a c t e r i s t i c s were compiled and are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.

continuous progress
m u lt i - m a t e r i a l approach
f l e x i b l e schedules
s o c ia l experiences
physical experiences
intramural a c t i v i t i e s
team teaching
planned gradualism
e x p lo r a to r y and
enrichment s t u d i e s

10.
11.
12.
13.
14.
15.
16.
17.
18.

guidance s e rv ice s
independent study
basic lea rning s k i l l s
c r e a t i v e experiences
student security factor
e valu ation p r a c t i c e s
community r e l a t i o n s
stud e nt se rv ice s
auxiliary staffin g.

These eighteen middle school c h a r a c t e r i s t i c s were used to develop
the Middle School Questionnaire (see Appendix B).

The Middle School

Questionnaire w ill be used to examine the middle school program
through the perceptions o f each teaching s t a f f .

16

Jack D. Riegle, "A Study of Middle School Program to
Determine the Current Level of Implementation of Eighteen Basic
Middle School P r i n c ip l e s " (Ph.D. d i s s e r t a t i o n , Michigan S t a te
U n iv e rs ity , 1971), pp. 60-62.

8
I t i s o f major importance t h a t the teaching s t a f f examine
t h e i r middle school program.

An examination would enable the s t a f f

to be more aware o f the c h a r a c t e r i s t i c s o f a middle school program.
The involvement o f the s t a f f would c e r t a i n l y lead to program involve­
ment.

With growth of th e t o t a l program and g r e a t e r involvement and

commitment by th e teaching s t a f f the r e s u l t s should bring about
g r e a t e r impact upon st u d e n ts .

Hopefully, the improved teaching-

lea rn in g s i t u a t i o n should r e s u l t in g r e a t e r learn in g but not be
lim ite d to c o g n itiv e growth.

Learnings in the a f f e c t i v e area are

important e s p e c i a l l y in the l i v e s o f c h ild r e n who are experiencing
dramatic changes p h y s i c a l l y , s o c i a l l y , and emotionally.
Research Objectives
S p e c i f i c a l l y , t h i s study is proposed to i n v e s t i g a t e the
development o f a middle school program through the berceptions o f
the teaching s t a f f .
Objective I
Is t h e r e a c o r r e l a t i o n between the t e a c h e r ' s t o t a l
teaching ye ars in a middle school and t h e i r percep­
t io n s o f t h e i r middle school program?
Objective II
Is t h e r e a c o r r e l a t i o n between the t e a c h e r ' s t o t a l
c e r t i f i c a t e d years o f teaching and t h e i r perceptions
o f t h e i r middle school program?
Objective I I I
Is t h e r e a c o r r e l a t i o n between the t e a c h e r ' s choice
to teach in a middle school and t h e i r perceptions
of t h e i r middle school program?

9

Objective IV
Is t h e r e a c o r r e l a t i o n between the t e a c h e r ' s s t a t e d
middle school philosophy and t h e i r perceptions of
t h e i r middle school program?
D e f in itio n o f Terms
The d e f i n i t i o n s which follow are intended to c l a r i f y the
sense in which they are used in t h i s study.

The d e f i n i t i o n s are

based upon common usage in the f i e l d o f education.
The teachers included in t h i s study w ill be working with
c h ild r e n who are in the age range of 10 to 14 y e a r s .

By d e f i n i ­

tio n these c h ild ren are r e f e r r e d to as t r a n s e s c e n t or pre- and
e a r l y adolescent .youth.

These terms are used interchangeably

to i n d i c a t e the dynamics involving the psychological, phy sic al,
and emotional changes during the period of growth toward adolescence
and m aturity .
Pre- and e a r l y adolescence will r e f e r to the period of physi­
cal and psychological development t h a t begins gradually a t the onset
o f puberty.

This period o f change usua lly begins a t about age 10

in g i r l s and about age 12 in boys.
Teaching s t a f f r e f e r s to the teaching personnel including
the t e a c h e r s , c o un selo rs, c o n s u l t a n t s , and s p e c i a l i s t s who are
involved a t any level o f the c h i l d ’s development.
Program r e f e r s to the type o f c u r r i c u l a r i n t e r a c t i o n between
the teaching s t a f f and the s t u d e n ts .

The program i d e n t i f i e s the

conte nt and the method within general l i m i t s .

i

10
Total c e r t i f i c a t e d teaching experience r e f e r s to the number
of years a teach er has taugh t in a teaching p o s i t i o n , holding tenure,
in a school system approved by the s t a t e in which i t i s lo cate d .
Junior high school r e f e r s to a school o rg anization having
t r a d i t i o n a l grades 7, 8, and 9, gen erally departmentalized, having
i t s own a d m i n i s t r a t iv e and teaching s t a f f , and being in a s e p a r a te
bu ild ing from the s e n i o r high and elementary schools.
Middle school philosophy r e f e r s to the education of
tr a n s e s c e n t youth ages 10-14 who are developing from dependency
to independency.

The education o f thes e youths involve a larg e

number of a l t e r n a t i v e s to meet s t u d e n t ' s needs and a large number
o f educational experiences involving stu d e n ts so they might be
able to develop f u l l y and independently.
Middle school r e f e r s to a school organiz atio n arranged
within a school system with e i t h e r t r a d i t i o n a l grades 5-8 or 6-8,
f o r the purpose o f planning and developing a unique s e t of educa­
tio na l experiences f o r t r a n s e s c e n t youth within the l i m i t s of the
middle school philosophy.

Fun c tion a lly, the middle school i s

defined as an a d m i n i s t r a t iv e u n i t with s p e c i f i c programs, in a
s e p ara te build ing from the se n io r high and elementary schools and
having i t s own a d m i n i s t r a t iv e and teaching s t a f f s .
Limitations of the Study
The v a l i d i t y o f t h i s proposed study i s a ff e c te d by the
following f a c t o r s :

11
1.

the degree o f frankness and s i n c e r i t y o f the teaching
s t a f f to the instrument administered,

2.

the number o f middle school c h a r a c t e r i s t i c s used in
the survey t h a t t r u l y describe a middle school
philosophy, and

3.

the g e n e r a l i z a t io n s derived from t h i s study should
be lim ite d to the sample.
Assumptions

The r e s u l t s o f t h i s study are based upon the following
assumptions:
1.

the eighteen c h a r a c t e r i s t i c s used to develop the
Riegle survey are p a r t o f the middle school concept,
and

2.

the c h a r a c t e r i s t i c s included in the survey are applied
in p a r t to each of the middle schools in the study.
The Organization of the Study

The f i r s t chapter will be a w r i t t e n in tr o d u c tio n to the
study.

The in tr o d u c tio n w ill include the problem being st u d i e d ,

the importance o f t h i s study to ed ucation, the purpose of the study,
res earch o b j e c t i v e s , d e f i n i t i o n of terms, l i m i t a t i o n s of the study,
and assumptions concerning t h i s study.

The o u t l i n e of the o rg an i­

zatio n o f the study i s p a r t o f the f i r s t c h a p te r .
Chapter II is a review o f the l i t e r a t u r e in the area of
resea rch about middle school p r a c t i c e s as r e l a t e d to the middle
school concept.

The middle school p r a c t i c e s w ill be reviewed in

terms o f teaching s t a f f implementation.

The f i n a l s e c t i o n of t h i s

chapter w ill b r i e f l y summarize the findin gs about the p r a c t i c e s
and the middle school concept.

12
The design o f the study w ill be described in Chapter I I I ,
including a statement about the research questions of t h i s study,
a d e s c r i p t io n of the population, and the na tu re of the sample used.
This chapter w ill a ls o include a d e s c r i p t i o n o f the survey i n s t r u ­
ment used.

The method o f adm inistering the instrument w ill be

followed by a statement to the s t a t i s t i c a l method to be used.
Chapter IV w ill be devoted to an a n a ly sis of the data
gathered in t h i s study.

Findings will be given in the same order

as were the res earch questions presented in Chapter I.
The l a s t chapter will contain a summary o f the study and
the conclusions reached.

Im plica tion s, recommendations, and ques­

t i o n s f o r f u r t h e r study w i l l conclude Chapter V.
Sumnary
The i n t e n t o f t h i s intro du c tion has been to de scribe the
purpose o f t h i s study, to po in t out the s i g n i f ic a n c e to education
of t h i s study, and to describ e the nature o f the problem.
o b j e c ti v e s have been s t a t e d .

Research

P e r t i n e n t terms have been defined.

In order to c l a r i f y t h i s proposed study, c e r t a i n l i m i t a t i o n s and
assumptions have been pres ented.

The o rg an izatio n o f the study

i s o u t li n e d to put f o r t h the plan of t h i s study.

CHAPTER I I
REVIEW OF THE RELATED LITERATURE

The review o f the r e l a t e d l i t e r a t u r e begins with a b r i e f
h i s t o r y o f the American middle school.

Secondly, t h e r e w ill be a

b r i e f examination o f t h a t which c o n s t i t u t e s a middle school program.
Next, t h ere will be a review o f e d u cato rs' preparation f o r our
present middle sc hools.

L a s tl y , r e l a t e d

s t u d i e s to t h i s study

then reviewed ands i g n i f i c a n t implications of thes e

are

r e l a t e d stu d ie s

are presented.
A B r i e f History o f the Growth o f .
the American Middle SchooT
At the beginning o f the twentieth century the secondary
school plan advocated by Charles E l l i o t , President o f Harvard
U n ivers ity , was a replacement f o r the 8-4 grade d i s t r i b u t i o n .
The new plan was put f o r t h involving the grade d i s t r i b u t i o n of
6-3-3.

An a c t i v e movement was s t a r t e d by 1910 to e s t a b l i s h j u n io r

high schools, such as those in Columbus, Ohio and Berkeley, C a li ­
fornia.
In 1918, the recommendation of the Commission on the
Reorganization o f Secondary Education t i t l e d "The Cardinal P r i n c i ­
ples of Secondary Education" suggested the establishm ent o f a three

13

14
y e ar j u n i o r high school with grades 7-9.

This r e p o r t s t a t e d in

p a r t the fu nctions o f the j u n i o r high school as follows:
In the j u n i o r high school period emphasis should be placed
upon the attempt to help the pupil to explore his own
a p t i t u d e and to make a t l e a s t pro visional choices o f the
kind of work to which he w ill devote himself. . . . In
the j u n i o r high school t h ere should be the gradual i n t r o ­
duction o f departmental i n s t r u c t i o n , some choice o f sub­
j e c t s under guidance . . . and a s o c i a l o rg an iz atio n t h a t
c a l l s f o r t h i n i t i a t i v e and develops the sense o f personal
r e s p o n s i b i l i t y f o r the welfare of the gro up.1
The North Central Association gave suppor t to the j u n i o r
high school concept in a 1924 r e p o r t t i t l e d "Standard Junior High
School."

This r e p o r t r e f l e c t e d and expanded "The Cardinal P r i n c ip l e s

of Secondary Education."

The "Standard Ju nior High School" r e p o r t

included the following program of s t u d i e s :
The a p p r o p r i a te s u b je c ts to be o f f e r e d by the j u n i o r
high school a re English, Mathematics, Foreign Language,
History and C ivic s, Geography, Vocational Information, and
P r a c t i c a l Arts f o r boys and g i r l s , including commercial
subjects.
The program o f s t u d i e s s h a l l be organized i n to a s i n g l e
curriculum with lim ite d e l e c t i v e s .
E le ctives p r i o r to the second semester o f the 8th year
a re considered i l l advised. P r i o r to t h i s semester ex p lo r­
a ti o n and review o f s u b j e c t m atter should be provided by the
conte nt o f the course and the a d m i n i s t r a t io n o f the cur­
riculum, and not by e l e c t i v e s .
I n s t r u c t i o n s h a ll be department alized.
The school s h a ll p r a c t i c e f l e x i b l e promotion r a t h e r than
promotion by s u b j e c t .
F le x ib le promotion means t h a t pu p ils s h a l l be promoted
when the occasion a r i s e s and without r e s t r i c t i o n o f s u b j e c t
promotion. I t means pupil placement. I t implies the use
o f op portunity c l a s s e s and coaching te a c h e r s .
The school s h a ll provide within the school day f o r pupil
club and so c ia l a c t i v i t i e s under the d i r e c t i o n o f the f a c u l t y .

^Leslie W. Kindred, The Interm ediate School (Englewood
C l i f f s , N . J . : P r e n tic e Hall, I n c . , 1968), pp. 20-21.

15

The school sh a ll provide adequately f o r keeping in
c o n ta c t with the home and home l i f e o f the pupils and
introduce only gradually the freedom in d i s c i p l i n e char­
a c t e r i s t i c of the se n io r high school.
This program o f st u d i e s became the b a sis of the j u n i o r high
schools.

In t u r n , t h i s program o f s t u d i e s u nfo rtu n ately has become

p a r t of the middle school concept.
The j u n i o r high school became the t r a n s i t i o n a l u n i t between
childhood education and l a t e r adolescent education.

The j u n io r

high school was composed o f grades 7-9 which was a departure from
the e a r l i e r secondary and grammar school gr ades.^
The e a r l y promise o f the j u n i o r high school launched in the
e a r l y 1900's never m a t e r i a l i z e d .

The r o l e to become the t r a n s i ­

tio n a l grades between elementary and s e n i o r high grades was not a
r e a l i t y , because the j u n i o r high school became a sm aller version
5
of the se n io r high school.
Following World War I I , the s e n i o r high school continued to
influ ence the j u n i o r high school.

More s e n i o r high school academics

were pushed i n to the j u n i o r high school curriculum.

During t h i s

time, the school drop-out s t a t i s t i c s in the j u n i o r high schools
created concerns about the 7-9 plan.

In 1965 Woodring wrote t h a t

2

Samuel Popper, The American Middle School: An Organiza­
tio n a l Analysis (Waltham! B la isd e ll Publishing Company, 1967),
pp. 230-231.
^ I b i d . , p. x i i .
^Sanders, p. 197.
5
Nicholas P. Georgiady, "Why a National Association f o r Middle
Schools?" Michigan Middle School Journal 1 (Winter 1976): 11-12.

16

" I t now appears t h a t the 6-3-3 plan with i t s j u n i o r high school is
on the way out."®

The j u n i o r high school was becoming an end of

formal education f o r many s t u d e n ts . ^
Q

In 1965 a r e p o r t from Educational F a c i l i t i e s Laboratories
and a survey by the National Education Association Research Division
brought focus upon th e middle schools and the 5-8 and 6-8 p a tt e r n s
o f org an iz atio n .
William Cuff repor ted t h a t during the 1965-66 school year
446 public school d i s t r i c t s in 30 s t a t e s were operating 499 middle
schools.

At t h i s time Michigan had 15 middle schools in f iv e
g
school d i s t r i c t s .
By 1967-68 William M. Alexander had i d e n t i f i e d over 1,200
middle schools in the United S t a t e s .
growth r a t e o f the middle school.

This r e p o r t confirmed the

Less than 4 percent o f t h i s

number o f middle schools were in ex is te n ce in 1955.^®

There were

137 middle schools in Michigan by the 1969-1970 school year.

®Paul Woodring and James Casse, "The New Intermediate
School," Saturday Review 47 (October 1965): 77.
^Russel Wiley, "The American Middle School—A New Plan,"
address given a t the National School Boards Association Annual
Convention, Minneapolis, Minnesota, April 23, 1966, p. 2
(mimeographed).
®®Judith Murphy, Middle Schools (New York:
F a c i l i t i e s L ab o ra to ries , 1965).

Educational

9William Cuff, "Middle Schools on the March," National
Association o f Secondary School P r i n c ip a ls B u l le t in 51 (February
1967): 83-86.
^ A le x a n d e r , p. 119.

17
Ronald Kealy reported in his 1970 survey t h a t t h ere were
2,298 middle schools in the United S t a t e s .

The middle schools in

t h i s r e p o r t met the c r i t e r i a s p e c i f i e d in the USOE study o f 1 9 6 8 . ^
The 2,298 middle schools showed a doubling o f the 1968 USOE survey
which showed 1,101 middle schools.

There were 151 middle schools

in Michigan as l i s t e d in the Kealy r e p o r t .
In the 1977 survey, Kenneth Brooks reported a t o t a l o f
4,060 middle schools, i d e n t i f i e d as o pe ra tin g.

All s t a t e s in the

United S t a t e s had middle schools except Nebraska and the D i s t r i c t
o f Columbia.

Texas, F l o r i d a , I l l i n o i s , Michigan, New York, Ohio,

Pennsylvania, and Virginia accounted f o r over h a l f of the t o t a l
middle schools. These 4,060 middle schools were a quadrupling o f
12
the number operating a decade ago.
The Michigan Department of
Education reported (unpublished) t h a t t h ere were 272 middle
schools in Michigan as o f 1979.
Continued d i s s a t i s f a c t i o n with the j u n i o r high school
d e p artm entaliz ation and o th er se n io r high school methods a s s i s t e d
in the development of the middle school concept as a viab le
alternative.
We in American education are witnessing a major reorgan­
i z a t i o n o f the middle years o f our education ladder. The
middle school movement i s reaching almost bandwagon

^ R onald P. Kealy, "The Middle School Movement, 1960-1970,"
The National Elementary School Principal 51 (November 1971): 23.
^Kenneth Brooks, "The Middle School National Survey,"
Middle School Journal 9 (May 1978): 6-7.

18
proportions and i t seems i n e v i t a b l e t h a t th e remaining
j u n i o r high schools will be challenged to change to middle
schools or a t l e a s t to adopt some of the middle school
c o n c e p t s . *3
Junior high schools in the U.S. have grown from a carbon
copy o f se n io r high schools in to being middle schools.
school concept appears to have taken hold.

The middle

Kealy in his 1970

r e p o r t s t a t e d t h a t t h e r e were 2,298 operating middle scho ols,
while Kenneth Brooks reported t h a t 4,060 middle schools were in
operation in 1976.
schools.

This meant a growth of 1,762 op eratin g middle

During t h i s period of growth the average annual growth

was over 200 middle sc hools.
The Middle School Program
The number o f middle schools has grown fo u r f o ld during the
ten ye ars since 1967.

This middle school growth was pointed out

in William M. Alexander's w r i t i n g . ^

As new middle schools are

developed, t h ere i s a need f o r new programs to meet the needs of
t o day's e a r l y ad ole sc en ts.

Thus, educators are accepting with

favor the i n t e n t and purpose of the middle school concept.
A basic need o f the middle school program i s the emphasis
upon in d iv id u a lize d l e a r n in g .

Maximum opportunity needs to be

provided f o r the individual stud e nt to grow as an individual and
13
William M. Alexander and Ronald P. Kealy, "From Junior
High School to Middle School," The High School Journal 53 (December
1969): 1.
^ W i l li a m M. Alexander, e t a l . , The Emergent Middle School
(New York: Holt, Rinehart and Winston, I n c . , 1968), pp. 8-10.

19
develop as a l e a r n e r .

Havighurst says t h a t the c h i l d ' s mind should

not be t r e a t e d as a storehouse o f knowledge but r a t h e r as an i n s t r u 15
ment o f le a r n in g .
According to P a r t i n , a stu de nt should come to think of him­
s e l f as a th in k e r o f thoughts, doer o f deeds, and a maker o f de ci­
s i o n s , a f u l l y human person.^6

To a s s i s t in the development o f a

f u l l y human person in a middle school, the students need to have
time to discover t h e i r f e e l in g s and id ea s.

The stu d e n t needs oppor­

t u n i t i e s to develop r e s p o n s i b i l i t y in the acceptance of t h e i r
environment.

The stu d e n t needs to develop the s e l f through

le a r n in g .
Learning i s an i n d i v i d u a l , independent a c t i v i t y .
can learn i f f u l l y s t i m u la te d .

A stu d e n t

Batezel promoted the concept t h a t

a middle school program properly conceived i s not j u s t a s e r i e s of
hurdles which a c h i l d must jump, bu t a means to a f a r nobler e n d developing and/or in cre asin g the s e l f concept o f each c h il d as a
valuable human b e i n g . ^
To become a valuable human being i t is v i t a l to be success­
ful.

Student success i s an important p a r t o f a middle school

^ R o b e r t J . Havighurst, "The Middle School Child in Con­
temporary S o c iety ," Theory Into P r a c t i c e 7 (January 1968): 120.
16
Charles S. P a r t i n , "To Sample . . . or to Explore,"
Educational Leadership 23 (December 1968): 197.
^George W. Bate zel, "The Middle School: Philosophy,
Programs, Organization," Clearing House 42 (April 1968): 1.

20
program.

Mel by r e p o r t s t h a t in American schools today about one

t h i r d o f the c h ild r e n receiv e very l i t t l e a f f e c t i v e education.
Worse y e t , t h e i r school experiences destro y t h e i r s e l f confidence.

18

Fa ilu re s in school can c o n tr i b u te to a negative self-im age and les se n
the d e s i r e to achieve.

I t is a r o l e of the middle school program to

provide r e g u l a r o p p o r t u n it i e s f o r some success f o r each stu d e n t.
Through a c t iv e involvement with m a t e r i a l s , methods, and
major ideas of the d i s c i p l i n e s , the middle school c h i l d can
learn how knowledge is produced as well as how i t is s y s t e ­
m a tic a lly organized. In s h o r t , the middle school s t r i v e s
f o r the i n t e l l e c t u a l development o f a l l p u p i l s , no t j u s t
those who have been e a r l y i d e n t i f i e d as c o lleg e bound.
Furthermore, the goals o f i n t e l l e c t u a l development i s not
pursued a t th e expense o f the s o c i a l , emotional, and physi­
cal development of the i n d i v i d u a l .19
This statement by Alexander implies t h a t teachers and admin­
i s t r a t o r s should understand the needs of middle school stu d en ts and
be b e t t e r able to develop an e f f e c t i v e middle school program.
Another p a r t o f the middle school program i s the explo ra­
t o r y courses.

These courses might be developed in various forms

such as group a c t i v i t i e s , individual a c t i v i t i e s , and c la s s d isc u s­
sions.

DeVita and his colleagues wrote about the e x p lo rato ry

courses in a program c a l l e d "Q" f o r q u e s t , so t h a t each stu d e n t
might be able to fin d success and s a t i s f a c t i o n re g a r d l e s s o f t h e i r
20
o p p o r t u n it i e s and a s p i r a t i o n .
Most educators who have w r i t t e n
^8Ernest 0.
Natio n's Schools 70
19
Alexander
?n
Joseph C.
(West Nyack, N.Y.:

Melby, " L e t 's Abolish the Marking System,"
(May 1966): 104.
e t a l . , p. 85.
DeVita, e t a l . , The E f fe c tiv e Middle School
Parker Publishing Co., 1970), p. 31.

21
about middle school programs recommend some form of e x p lora to ry
program.
According to Atkins, the middle school program should
develop the u t i l i z a t i o n o f knowledge in ste a d of the mastery of
knowledge.

21

The middle school should be developed to help the

students use a l l instruments o f lea rn ing with few r e s t r a i n t s as
students a re more a b le .
A middle school program has c e r t a i n fu nctions within a
school system and a community.

The NEA Research B u l le t in l i s t s

seven f e a t u r e s o f a middle school as follows:
1.

A span o f a t l e a s t t h r e e grades between 5 and 8 to
allow f o r the gradual t r a n s i t i o n from elementary to
high school i n s t r u c t i o n a l p r a c t i c e s .

2.

Emerging departmental s t r u c t u r e in each higher grade
e f f e c t gradual t r a n s i t i o n from the s e l f - c o n t a i n e d
classroom to the departmentalized high school.

3.

Flexib le approaches to i n s t r u c t i o n —team teach in g ,
f l e x i b l e scheduling, in d iv id u a liz e d i n s t r u c t i o n ,
independent study, t u t o r i a l programs—and other
approaches aimed a t s t i m u l a ti n g c h ild ren to l ea rn
how to l e a r n .

4.

Required special courses , taught in departmentalized
form and f r eq u e n tly with an i n t e r d i s c i p l i n a r y or
m u l t i d i s c i p l i n a r y approach.

5.

Guidance programs as a d i s t i n c t e n t i t y to f i l l the
sp ecial needs o f t h i s age group.

^ N e i l P. Atkins, "Rethinking Education in the Middle,"
Theory Into P r a c t i c e 7 (June 1968): 118-119.

22
6.

Faculty with both elementary and secondary c e r t i f i c a ­
t i o n , or some teachers with each type ( u n t i l special
t r a i n i n g and c e r t i f i c a t i o n a re a v a i la b l e fo r t h i s
l e v e l ).

7.

Limited a t t e p t i o n to intersc hool s p o r ts and social
a c t i v i t i e s . 22
Another l i s t i n g of c h a r a c t e r i s t i c s of the middle school was

developed by William M. Alexander:
1.

To serve the educational needs of the "In-between-ages"
( o l d e r c h i l d r e n , p rea do les ce n ts , and e a r l y adolesc ents)
in a school bridging the elementary school f o r childhood
and the high school f o r adolescence.

2.

To provide optimum i n d i v i d u a l i z a t i o n o f curriculum and
i n s t r u c t i o n f o r a population c h ara c te r iz e d by g r e a t
variability.

3.

In r e l a t i o n to the foregoing aims, to pl an, implement,
ev aluate and modify, in a continuing curriculum develop­
ment program, a curriculum which includes provision fo r :
(a) a planned sequence of concepts in the general educa­
t io n a r e a s , (b) major emphais on the i n t e r e s t s and s k i l l s
f o r continued l e a r n i n g , (c) a balanced program of explor­
a to r y experiences and o t h e r a c t i v i t i e s and services for
personal development, and (d) a p p ro p r ia te a t t e n t i o n to
the development of values.

4.

To promote continuous progress through and smooth a r t i c u ­
l a t i o n between the several phases and l e v e l s of the t o t a l
educational program.

5.

To f a c i l i t a t e the optimum use o f personnel and f a c i l i t i e s
a v a i l a b l e f o r continuing improvement of s c h o o l i n g . 2 3
Another l i s t which points o u t the advantages of the middle

school was developed by Pearl Brod:

22

National Education Association Research B u l le t in 47
(May 1969): 48-52.
23
Alexander e t a l . , p. 19.

23
1.

I t gives t h i s u n i t a s t a t u s of i t s own, r a t h e r than a
"ju n io r" c l a s s i f i c a t i o n .

2.

I t f a c i l i t a t e s the in tr o d u c tio n in grades 5 and 6 of
some s p e c i a l i z a t i o n and team teaching in s t a f f p a tt e r n s .

3.

I t a ls o f a c i l i t a t e s the reo rga n iza ti o n of teacher educa­
tio n which i s so re ly needed to provide teachers competent
f o r the middle school; sin ce e x i s t i n g p a tt e r n s of n e i t h e r
the elementary nor the secondary teacher t r a i n i n g programs
would s u f f i c e , a new p a t t e r n must be developed.

4.

Developmentally, c h ild ren in grades 6-8 a re probably more
a l i k e than c hildren in grades 7-9.

5.

Since they a re undergoing the common experience o f adoles­
cence, 6th-8th grades should have special a t t e n t i o n ,
special t e a c h e r s , and sp ecial programs, which the middle
school permits.

6.

I t provides an opportunity f o r gradual change from the
s e l f - c o n t a i n e d classroom to complete d e p artm entaliz atio n .

7.

Additional f a c i l i t i e s and s p e c i a l i s t s can be made a v a i l ­
ab le to a l l c h ild ren one year e a r l i e r .

8.

I t permits the organization of a program with empahsis
upon a continuation and enrichment of basi c education in
the fundamentals.

9.

I t f a c i l i t a t e s extending guidance s e rv ice s in to the e l e ­
mentary grades.

10.

I t helps to slow down the "growing up" process from K-8
because the o l d e s t group is removed from each l e v e l.

11.

I t puts c h ild ren from the e n t i r e d i s t r i c t to g ether one
y e ar e a r l i e r , adding s o c i o l o g i c a l l y .

12.

Physical u n i f i c a t i o n o f grades 9-12 permits b e t t e r coor­
d in atio n of courses from the se nio r high school.

13.

I t e lim in ate s the p o s s i b i l i t y o f some students and
parents not being aware of the importance o f the ninth
grade as p a r t o f the se n io r high school reco rd , p a r t i c u ­
l a r l y in terms of colleg e admission.

24
14. I t e lim in ate s the need f o r special programs and f a c i l i ­
t i e s f o r one grade, and elim in a te s the problems c re ated
by the f a c t t h a t the ninth grade i s f u n c t i o n a l l y a p a r t
of the se n ior high school.
15. I t reduces du p lic atio n o f expensive equipment and f a c i l ­
i t i e s f o r one grade. The funds can be spent on f a c i l i ­
t i e s b e n e f i c i a l to a l l grades.
16.

I t provides both p res ent and f u tu r e f l e x i b i l i t y in b u i ld ­
ing planning, p a r t i c u l a r l y when i t comes to changing
school p o p u la tio n .24
Program goals and o b j e c tiv e s have been l i s t e d by the Michigan

Department o f Education.
Goal

I:

A.

They are as follows:

The middle school should provide a basi c program
which recognizes the physical growth c h a r a c t e r i s ­
tic s of early adolescents.
Program O b jectiv e: The middle school program will
provide o p p o rt u n it i e s f o r i n t e r a c t i o n among students
o f d i f f e r i n g age and physical development so t h a t
they can b e t t e r understand changes in themselves
and in others and be reassured t h a t they are
"normal," even i f t h e i r p a t t e r n s o f development
are not t h a t of the "average" person. . . .

B. Program O b je ctiv e : The middle school program will
provide a p p ro p r ia te a c t i v i t i e s in physical educa­
t i o n , s p o r t s , and r e c r e a t i o n . . . .
C.

Program O b jectiv e: Middle school s t a f f w ill be
aware of the developmental c h a r a c t e r i s t i c s of
emerging a d ole sc en ts. . . .

D. Program O b je ctiv e : The middle school s t a f f will
provide i n s t r u c t i o n which s t r e s s e s the f a c t t h a t
d i f f e re n c e s are normal so t h a t students can b e t t e r
understand changes in themselves and o t h e r s . . . .
E. Program Objectiv e: The middle school w ill provide
s e r v i c e s , f a c i l i t i e s and equipment within the
school p l a n t in accordance with the special char­
a c t e r i s t i c s o f emerging a d ole sc en ts. . . .
24

Pearl Brod, The Middle School: Trend Toward I t s Adop­
t i o n , " Clearing House 40 (February 1966): 331-333.

25
Goal I I :

The middle school should provide a basic program o f
c ognitive learnin g experiences which recognizes the
mental growth c h a r a c t e r i s t i c s o f tr an sesc en ts"

A.

Program O b je ctiv e : The middle school curriculum will
include provision f o r a planned sequence o f concepts
in the b asic education a r e a s , with major emphasis on
i n t e r e s t s and s k i l l s for continued l e a r n in g . The
school w ill a ls o provide a balanced program of explo r­
ato ry experiences and o th er a c t i v i t i e s and s e r v i c e s
f o r personal development. Career e x p lo ra tio n w ill
a ls o be s t r e s s e d , as well as the development o f values.

B.

Program O b je ctiv e : The middle school w ill provide a
wide v a r i e t y o f c ognitive learnin g experiences to
account f o r the f u l l range o f st ud en ts who are a t
many d i f f e r e n t l e v e l s of thin k ing . Minimum perform­
ance o b jec tiv e s will be sequenced to allow f o r the
t r a n s i t i o n from concrete to formal o pe ra tio n s . . . .

C.

Program O b jectiv e: The middle school program will
continue the developmental program o f b asic s k i l l s
i n s t r u c t i o n s t a r t e d in the elementary school. . . .

D.

Program O b je ctiv e : The middle school program w ill
provide a d i v e r s i f i e d curriculum composed o f funda­
mental and explo rato ry experiences designed to
s ti m u l a te and nurtu re i n t e l l e c t u a l development. . . .

E.

Program O bje ctiv e : The middle school will be con­
cerned with the development of problem-solving
s k i l l s , r e f l e c t i v e - t h i n k i n g pro cesses, and awareness
o f the need f o r o rd er in s t u d e n t s ' environment, . . .

F.

Program O b je ctiv e : Cognitive learn in g experiences
w ill be s t r u c t u r e d so t h a t stud e n ts can progress in
an in d iv id u a lize d manner. . . .

G.

Program O b jectiv e: Curriculum and teaching methods
in the middle school will r e f l e c t the c u l t u r a l ,
e t h n i c , b i l i n g u a l , and socio-economic groups both
within the immediate community and the community in
the broadest sense (the "world community"). . . .

Goal I I I :

The middle school program should a s s i s t emerging
adolesc ents in t h e i r growth toward s e l f - i d e n t i f i ­
catio n and independence from parents and o th e r
adults.

26
A.

Program O b je c tiv e : The middle school w ill a s s i s t
students in the development o f values and e th i c a l
systems as guides to individual behavior. . . .

B.

Program O b je ctiv e : The middle school w ill provide
o p p o r t u n it i e s f o r each stu d e n t to be independent
and alone a t times but s t i l l help each to develop
s e c u r i t y within the group. . . .

C.

Program O b je c tiv e ; The middle school w ill help
each stu de n t to become f r e e from childhood depen­
dence on parents and o th er a d u l t s ; to develop
a f f e c t i o n and r e s p e c t f o r a d u lts without c h i l d l i k e
dependence upon them. . . .

D.

Program O b je ctiv e : The middle school will help
each stude nt lea rn t h a t freedom and p r i v i l e g e are
r i g h t s earned through re spo n sib le behavior. . . .

E.

Program O b je c tiv e ; The middle school w ill provide
o p p o r t u n it i e s f o r a choice from a v a r i e t y of exper­
iences so t h a t students can perform well enough
to e x c e l, gain acceptance, and receive p o s i t iv e
feedback and p r a i s e from p e ers, te a c h e r s , admin­
i s t r a t o r s , and pa re n ts. . . .

F.

Program O b je ctiv e : Evaluation of stude nt perform­
ance in the middle school w ill be based l e s s upon
group norms and more upon improvement o f o n e 's own
individual performance. . . .

Goal IV:

The middle school should provide experiences which
take in to account the need o f a l l emerging adole s­
cents to be recognized and accepted by peersT

A.

Program O b je ctiv e : The middle school w ill help
stu d en ts to develop and display individual t a l e n t s
which w ill gain them recognition and acceptance
from peers and thus c o n tr i b u te to t h e i r s e l f i d e n t i f i c a t i o n and the stren gth enin g of t h e i r
self-concepts. . . .

B.

Program O b je ctiv e : The middle school program will
f o s t e r a clim ate in which a l l students can feel
accepted and individual d if f e r e n c e s a p p re cia te d .

C.

Program O b je ctive : The middle school will help
students to be aware t h a t c r i t i c i s m can be construc ­
t i v e and to see the m erits of accepting i t . . . .

27
D.

Program O b je ctive : The middle school program will
provide experiences in sh a rin g, in acc epting respon­
s i b i l i t y , and in s e l f d i r e c t i o n . . . .

Goal V: The middle school should a s s i s t emerging adolescents
in understanding t h e i r developing sexual i d e n t i t i e s .
A. Program O b je c tiv e : The middle school w ill help
students understand t h e i r own s e x u a l i t y . . . .
B. Program O b je ctiv e : The middle school w ill promote
student a t t i t u d e s and a c tio n s which are nondiscrim in ato ry to e i t h e r sex. . . .
Goal VI:

The middle school program should a s s i s t emerging
adolesc ents in t h e i r growth toward emotional
m aturity.

A.

Program Objectiv e: The middle school w ill help
stu d en ts to understand t h a t mood f l u c t u a t i o n s are
common to emerging a d o le sc e n ts. . . .

B.

Program O b je ctiv e : The middle school w ill help
s tudents to understand t h a t d i s p l a y s o f anger
d i r e c te d toward s e l f or oth ers a re normally
a ssoc iated with the tr a n s e s c e n t y e a r s , y e t can
be c o n s t r u c t i v e l y d e a l t with. . . .

C.

Program O b je ctiv e : The middle school will provide
a v a r i e t y o f o u t l e t s f o r f e e l i n g s and emotions.

D.

Program O b je ctiv e : The middle school w ill provide
resources and m a te r ia ls ( l i b r a r y books about
a d o le sc e n ts, f i l m s , gu e st speakers, e t c . ) t h a t
w ill a s s i s t the t r a n s e s c e n t in i d e n t i f y i n g p o si­
t i v e r o l e models.

E.

Program O b je ctiv e : The middle school w ill provide
every stu d e n t with an opportunity to feel complete
acceptance by a concerned a d u l t . . . .25

25

Michigan Department o f Education, p o s i t io n paper concernng the Education o f the Early Adolescent, The S t a t e Board of
E ducation's Task Force o f Middle School Education, December,
1977, pp. 13-23.

28
Implications were l i s t e d a f t e r most of the program o b j e c t i v e s .
These im plications added d e t a i l s and f u r t h e r explained the program
objectives.

These a re intended to be the goals and o b j e c ti v e s fo r

each Michigan middle school.
All of these l i s t s attempt to give the reader i n s i g h t s i n to
the components of a middle school program.

Each could be used as

a guide in the development o f a middle school program, or in the
evaluation o f an ongoing middle school program.
Middle School Teacher Preparation
The most important f a c t o r in the development o f a middle
school program is the t ea ch e r , as in the refe renc e made by Gatewood
and M i l l s . 26
The middle school t e a c h e r , more than any o t h e r f a c t o r , holds
the key t o r e a l i z a t i o n of the type o f e f f e c t i v e middle school
required f o r t r a n s e s c e n t s . Teachers make the d i f f e r e n c e .
The b e t t e r the s t a f f i s prepared to work with youngsters of
t h i s age, the g r e a t e r the l ik e lih o o d t h a t the middle school
will be s u c c e s s f u l. There are problems, however, in prepar­
ing teachers f o r the middle s c h o o l .27
Gordon Vars wrote t h a t very few teachers i f any are tr a in e d
s p e c i f i c a l l y f o r the tasks of teaching the age group o f 10-14.
Over 60 years the j u n i o r high i s s t i l l l a r g e ly a school
without t e a c h e r s , t h a t is without teachers prepared spe­
c i f i c a l l y f o r the work a t t h i s l e v e l . 2 8
OC

Gatewood and M i l ls , p. 3.
27

Thomas E. Gatewood and Charles A.
We Need (Washington, D.C.: Association f o r
lum Development, 1975), p. 18.
28
Gordon Vars, "Teacher Preparation
The High School Journal 53 (December 1969):

Dilg, The Middle School
Supervision and Curricu­
f o r Middle School,"
172-177.

29
Most of the middle school teachers are in a s i m i l a r s i t u a t i o n as
the j u n i o r high school te a c h e r s.

Chiaro and Johnson wrote the

following about j u n i o r high school teach ers:
Most p res ent j u n i o r high school f a c u l t i e s are made up of
men and women who have prepared themselves f o r elementary
or s e n i o r high school p o s i t i o n s . This has r e s u l t e d in a
f a c u l t y which resembles an unpalatable smorgasbord of
d i f f e r i n g points o f view, purposes, go a ls , and personal
a m bitio n s.29
McEwin wrote t h a t t h e r e i s a d e f i n i t e need f o r teachers
tr a i n e d s p e c i f i c a l l y to teach middle school stud e n ts since middle
schools have grown so r a p id ly .
Most tea ch e rs serving in middle schools have not undergone
a program o f p r ep a r atio n intended s p e c i f i c a l l y f o r the
teaching of t r a n s e s c e n t s . . . . I t has been long accepted
t h a t th e individual te a c h e r plays a major r o l e in determin­
ing the degree of success or f a i l u r e in the teaching1earning a c t and the ov e ra ll e f f e c t i v e n e s s of a school
i t s e l f . 30
Middle schools have grown in number.

With the demand f o r middle

school t e a c h e r s , some tea ch e r education i n s t i t u t i o n s have programs
to develop middle school t e a c h e r s .
A study in 1973 of over six hundred colleg es and u n i v e r s i ­
t i e s in the United S t a te s found t h a t more than th r e e - f o u r t h s
reported no formal program f o r middle school teach er pre­
s e r v i c e p r e p a r a tio n . Only f i v e percent o f the i n s t i t u t i o n s
had a special program s e p a r a te from elementary and secondary
p reparation programs. Most of the remaining c o llege s with

29

Clara Chiara and Eliza be th Johnson, "The Middle School:
Is I t Doomed f o r F ailu re?" Clearinq House 46 (January 1972):
288.
30

Kenneth McEwin, "The Middle School: An I n s t i t u t i o n in
Search o f Teachers," in The Middle School: A Look Ahead (Fairborn,
Ohio: National Middle School Associatio n, 1977), p. 117.

30
programs reported t h a t middle school teacher preparation
was subsumed under e i t h e r the elementary or secondary
school programs.31
Vars says t h a t middle school teachers must demonstrate c e r t a i n
competencies which a r e i l l u s t r a t i v e o f the unique c h a r a c t e r i s t i c s
32
o f the middle school.
In o rder to develop middle school teacher
competencies some c r i t e r i a or g u id elin es are needed.

Chiara and

Johnson suggest the following:
An e f f e c t i v e middle school teacher should reveal through
his behavior the following:
I.

General Understanding
A. The purpose o f the middle school . . .
B. Relating the curriculum to the middle school . . .
C. Organizational plans of the middle school . . .

II.

Skills
A.
B.
C.
D.
E.
F.
G.

III.

Uses m ultiple and continuing l e a r n e r evaluation
techniques and f l e x i b l e standards in judging
ch ildren . . .
Use p a r e n t - te a c h e r conferences . . .
U t i l i z e the process of in q uir y with i t s focus on
c r i t i c a l thinking and problem solving s k i l l s . . .
Teaches the reading-study and the c r i t i c a l read­
ing s k i l l s , the vocabulary building and word
recognition s k i l l s way . . .
Applies group work s k i l l s in small or l arg e group
situations . . .
Is ab le to help stu dents use a wide assortment of
i n s t r u c t i o n a l m a t e r i a ls . . .
Is adept with communication s k i l l s , . .

A ttitu d e s
A.

31

Respects the ideas and opinions of o th e r s ; is
open to new ideas.

Gatewood and Dilg, pp. 18-19.

32Vars, p. 73.

31
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.

N.
0.
P.
Q.

Believes in the d i g n it y and worth o f each
individual.
Is w i l l i n g to experiment.
Expects change and a d ju s ts to i t according to
her own p a r t i c u l a r s t y l e . . .
Perceives the world from the s t u d e n t ' s po in t
of view.
Personalizes her teaching so t h a t students
recognize her i n t e r e s t in t h e i r problems and
concerns.
Perceives teaching as a process of involving
human r e l a t i o n s h i p s .
Accepts h e r s e l f as worthy, well l i k e d , and a b le .
Is non-competitive in human r e l a t i o n s h i p s .
Has a r e s p e c t f o r evidence even when i t goes
a g a i n s t personal b e l i e f s and commitments.
Is i n t e r e s t e d in a l l kinds o f people.
Has an a p p reciation of s c i e n t i f i c methods and
t h e i r a p p l i c a b i l i t y to problems o f human
behavior.
Has increased skepticism about the f i n a l i t y of
our presen t s t a t e o f knowledge, recognizing
t h a t a l l s c i e n t i f i c g e n e r a l i z a t io n s must be
viewed as t e n t a t i v e , s u b j e c t to mod ification
in the l i g h t of new evidence.
Feels a sense o f c i v i c r e s p o n s i b i l i t y .
Is able to i d e n t i f y with compassion the prob­
lems o f people everywhere in the world.
Has increased o b j e c t i v i t y in approaching
social problems.
Has a heightened s e n s i t i v i t y to the f e e l in g s
of o th ers and to an understanding of t h e i r
n e e d s.33

In 1975 the Association f o r Supervision and Curriculum
Development published a l i s t of competencies of a p r o f i c i e n t middle
school t ea ch e r , which i s as follows:
1.

Shows awareness of hi s or her own behavior p a t t e r n s
and how they are influenced by s i t u a t i o n s and by his
or her b e l i e f s ; awareness o f p e r s o n a l i t y c h a r a c t e r i s ­
t i c s ; acceptance o f a v a r i e t y o f behavior in others
t h a t d i f f e r s from his or her own.

^ C h i a r a and Johnson, pp. 289-292.

32
2. I n t e r a c t s c o n s t r u c t iv e l y with o t h e r a d u lts and with
t r a n s e s c e n t s ; shows regard f o r persons; i s approachable,
responsive, and supportive.
3. Understands the physical development process of the
t r a n s e s c e n t stud e n t and organizes h is or her teaching
according to t h a t process.
4.

Understands the i n t e l l e c t u a l developmental process of
the t r a n s e s c e n t stu dent and organizes his or her teach­
ing according to t h a t process.

5.

Understands the socio-emotional developmental process o f
the t r a n s e s c e n t stu d e n t and organizes his or her teaching
according to t h a t process.

6. Understands the c a r e e r developmental process o f the
t r a n s e s c e n t stu d e n t and organizes his or her teaching
according to t h a t process.
7.

Understands and a p p lie s various t h e o r i e s of the teachinglearning process; analyzes the learnin g p a tte r n s o f i n d i ­
vidual s t u d e n ts , pre s c rib e s f o r these and evaluates
results.

8. Incorporates a knowledge of group dynamics in his or her
teaching and helps st ud en ts understand group process,
group d e cision making, l ea ders h ip s k i l l s , and peer
i n f 1uence.
9. Promotes p o s i t i v e r e l a t i o n s h i p s between the school and
the community, between the tea ch e r and p a re n ts, and
between various subcultu res in the school.
10. Organizes curriculum plans and o p p o r t u n it i e s a p pro pria te
to the middle school. . . .
11. Uses a p p ro p r ia te procedures of managing an i n s t r u c t i o n a l
program. . . .
12.

Makes e f f e c t i v e p re s e n t a ti o n s using a p p ro p r ia te media.

13.

Deals e f f e c t i v e l y with usual classroom problems.

14.

Counsels individual st u d e n ts , promoting s e l f - d i r e c t i o n
through i n d i r e c t guidance.

15.

Helps st ud en ts to consider a l t e r n a t i v e values and to
develop personal workable valuing systems.

33
16.

Teaches stud e n ts techniques o f problem solv in g .

17.

Provides o p p o r t u n it i e s and guidance to help students
become independent l e a r n e r s . . . .

18.

Designs and conducts group a c t i v i t i e s according to the
kinds o f learnin gs t h a t are f a c i l i t a t e d by the d i f f e r ­
ent groupings.

19.

Has s k i l l s of working in cooperative teaching s i t u a t i o n s with o th e r t e a c h e r s , p a ra p r o f e s s i o n a l s , and resource
p erson s.

20.

Accepts r e s p o n s i b i l i t y o f m u l t i d i s c i p l i n a r y i n s t r u c ­
t i o n s ; plans thematic and coordinates st u d i e s with
o th e r teachers and to a s s i s t them in teaching su b je cts
o utside o f h e r / h i s own area o f s p e c i a l i z a t i o n . 3^
Another l i s t o f competencies included in to the December,

1977 working d r a f t of the p o sitio n paper about the Education o f the
Early Adolescent was prepared by the S t a t e Board of Education's Task
Force of Middle School Education.

This l i s t was c a l le d general or

generic competencies.
The Task Force o f Middle School Education a ls o included a
s p e c i f i c competencies l i s t f o r the middle school t ea ch e r .

This

l i s t includes:
S p e c if ic Middle School Teacher Competencies
The Middle school teacher w ill demonstrate an a b i l i t y to:
A.

Know and understand the growth c h a r a c t e r i s t i c s (emotional,
s o c i a l , p h y sio lo g ic a l, and mental) o f the prea doles cent.
Incorporate a v a r i e t y of teaching s t r a t e g i e s through:
- team teaching
- blocking time
- i n t e r d i s c i p l i n a r y teaching and teaming
- f l e x i b l e groupings
34

Gatewood and Oilg, pp. 19-21.

34
-

multi-age grouping
mastery learnin g
continuous process
l ea rn in g cen ters

Provide o p p o r t u n it i e s f o r students to achieve t h e i r
maturational development through:
- r o l e playing
- problem solving
- stu d e n t choice
- group work
- group decision-making
- individual decision-making
- p o s i t i v e reinforcement
- wise use o f independent time
Provide guidance s e r v ic e s to pre-a d olesc e n ts by:
- maintaining st u d e n t c o n f i d e n t i a l i t y
- helping stud e n ts consider a l t e r n a t i v e values
- using d i r e c t and i n d i r e c t counseling processes
- helping stu dents become independent l e a rn ers
- using support s t a f f
- dealin g e f f e c t i v e l y with the p o t e n t i a l l y v o l a t i l e
nature o f the pre-a d o lesc e nt
B.

Teach developmental reading and reading in the con te nt
a re as by a s s i s t i n g stu d e n ts to:
- Draw conclusions
- Make inferences
- D istinguis h between f a c t and opinion
- Obtain maining from c o nte xt
- Read f o r d e t a i l s
- f i n d the main idea
- Preview, skim, and scan
- Increas e t h e i r reading r a t e
- Enjoy reading as a l i f e t i m e a c t i v i t y

C.

Teach reading as an i n te g r a l p a r t o f a s p e c i f i c content
area by:
- Teaching necessary vocabulary
- Providing m u lti- le v e l m ateria ls
- Accommodating both visual and a u dio -oriented
l e a r n e r s in teaching s t r a t e g i e s
- Recognizing various student reading r a t e s
- T ransfe rrin g the developmental reading s k i l l s
to p r a c t i c a l a p p l i c a t i o n in the content area

35
D.

Design and c a r r y through teaching s t r a t e g i e s a p p ro p ria te
to the middle school so as to provide a bridge f o r the
students between the elementary school and se n io r high.
- Demonstrate an a b i l i t y to group and re-group students
within the classroom according to t h e i r i n t e r e s t s and
cognitive-entry s k i l l s .
- Demonstrate an a b i l i t y to presen t s u b j e c t - a r e a con­
cepts in terms o f varying l e v e l s o f stu d e n t rea din es s.

E.

Draw pare nts i n to a c t i v e involvement in the pre-a d o lesc e n t
educational experience by:
- Using parental input in program development
- Using parents as aid es
- Developing a planned program t h a t communicates pupil
progress to pa rents
- Using parent feedback to assess s t r a t e g i e s and
program.35
These competencies are s k i l l s t h a t can be developed during a

p r e - s e r v i c e middle school education program, a t a college o f educa­
tio n or as an i n s e r v ic e middle school education program.
There i s a d e c l in e in the number of middle school teachers
to be employed.

The p r e s e n t l y employed teachers who are to become

middle school teachers w ill need i n s e r v ic in g .

As more middle schools

are developed, more teachers f o r these schools w ill be needed.

The

1977 Task Force o f Michigan Middle Education p o s i t io n paper s t a t e s
two purposes f o r i n s e r v ic e t r a i n i n g which are as follows:
1.

to r e t r a i n e x i s t i n g s t a f f members in terms of defined
competencies f o r the purpose o f meeting new middleschool c e r t i f i c a t i o n requirements; and

2.

to provide a continuing program of i n s e r v i c e , also
based on defined competencies, f o r the general purpose
o f upgrading the pro fession al s k i l l s o f both tea ch e rs
and a d m i n i s t r a t o r s working a t the middle-school l e v e l . 36
35

Michigan Department o f Education, pp. 26-29.

36I b i d . , p. 41.

36
An i n s e r v ic e program needs g o als , but i t a ls o needs a
structure.

The Task Force has s t a t e d the following goals f o r an

e f f e c t i v e i n s e r v ic e t r a i n i n g program:
1.
2.
3.
4.

Organization and Planning
Analysis o f Delivery System
Motivation and Professional Development
Evaluation37

These four goals were developed i n to g r e a t e r d e t a i l .

Organization

and Planning s t r e s s e s coo perative sharing between a d m i n i s t r a t o r
and teacher in i d e n t i f i c a t i o n of program needs.

Analysis of the

Delivery System has two basic components which a re the s t r u c t u r e of
the learnin g process and the r o l e s o f the in d iv id u a ls in t h i s process.
The Motivation and Professional Development is aimed a t the i d e n t i ­
f i c a t i o n o f the level o f pr ofes sional growth needed and the p ossib le
a l t e r n a t i v e s f o r the classroom tea c h e r .
are pres ented.

Various forms o f motivation

The Evaluation includes the assessment o f the i n d i ­

vidual te a c h e r performance, based on the a b i l i t y to make changes in
teach er behavior as r e l a t e d to c e r t i f i c a t i o n .

Added s p e c i f i c d e t a i l s

are included in t h i s s t r u c t u r e .
The Association o f Supervision and Curriculum Development
presented these suggestions f o r the e f f e c t i v e n e s s of i n s e r v ic e
programs:
1.

The program should be long term in scope and t i e d to
s p e c i f i c problems, needs, and planned changes within
t he school. Every i n s e r v i c e program should have an
intended payoff in terms o f accomplished improvements
in the c u r r i c u l u m - i n s t r u c t i o n a l - o r g a n i z a t i o n a l a d m i n i s t r a t iv e s t r u c t u r e o f the school.
37I b i d . , pp. 42-46.

37
2.

Teachers should be given time, su p p ort, and c r e d i t ( i f
they wish) f o r i n se r v ic e a c t i v i t i e s .

3.

E sta b lish an in s e r v ic e s t e e r i n g committee to p lan , con­
duct, and evaluate a l l in s e r v ic e a c t i v i t i e s . Teachers
involvement and le a d ersh ip on t h i s committee a re c r i t i ­
cal to an i n s e r v ic e program's success.

4.

Use o u tsid e c o n su lta n ts c a r e f u l l y . Before employing a
c o n s u l t a n t , f i r s t have worked out your long term
i n s e r v ic e g o als . Then provide very s p e c i f i c d i r e c t i o n s
as to expected r o l e and c o n tr ib u tio n s in the o vera ll
program.38
Aside from the i n s e r v ic e t r a i n i n g , an important a s p e c t is

the c e r t i f i c a t i o n o f the middle school teachers within the various
states.

Some progress has been made in t h i s a r e a .

McEwin wrote

t h a t " C e r t i f i c a t i o n and t r a i n i n g simply cannot be separated.

Stu­

dents w ill not prepare f o r c a r e e r s f o r which t h ere is no l ic e n s e to
p r a c t i c e , and p r a c t ic i n g teach ers need g r e a t e r inducements than
a l t r u i s m . . . ."

He a ls o wrote t h a t c e r t i f i c a t i o n should be the

type t h a t allows teachers to cro ss d i s c i p l i n a r y l i n e s so t h a t inno­
v a tiv e p r a c t i c e s such as i n t e r d i s c i p l i n a r y teaming can be c a r r i e d
out with a minimum o f d i f f i c u l t y .

The middle school c e r t i f i c a t e s

must have some f l e x i b i l i t y i f teachers are able to work c lo s e l y
with each o th e r and plan i n s t r u c t i o n a l programs s u ite d to the needs
of transescents.

39

About ten s t a t e s have middle school c e r t i f i c a t i o n , while
o th ers have developed and others a re developing special middle
school c e r t i f i c a t i o n .
38I b i d . , p. 41.
39McEwin, pp. 117 and 124.

38
Although the middle school has grown, t h e r e i s a need f o r
commitment by the middle school te a c h e r .

There i s a need f o r

i n s e r v ic e t r a i n i n g and c e r t i f i c a t i o n o f middle school te a c h e r s .
Alexander wrote the following about middle school teachers:
Persons who have been assigned to middle schools were
t r a i n e d f o r teaching and even f o r the same l e v e l s , but
usually in e i t h e r an elementary or high school teach er
education program not recognizing the middle school as
an i n s t i t u t i o n nor emphasizing the middle school as an
i n s t i t u t i o n nor emphasizing the unique c h a r a c t e r i s t i c s
of middle school l e a r n e r s . Many, probably most, o f the
personnel working in the 4000 middle schools of today
did not choose to work a t t h a t level o r i g i n a l l y . They
have learned almost a l l they know about middle school
education through lim ited in s e r v ic e education and t h e i r
experience, e i t h e r or both poss ibly mediocre. As a
r e s u l t they a r e simply not emotionally committed to the
middle school and t r a n s e s c e n t s . At the same time, i t is
the many highly committed and i n c r e a s in g l y t r a i n e d per­
sonnel who give promise o f g r e a t e r progress ahead in
middle school education.
The lack o f sp e cia l preparation and even commitment
has been a problem in the le a d e r s h ip o f the movement
as well as in the individual schools.
Above a l l teacher commitment.40
Review o f Related Studies
Jack D. Riegle i d e n t i f i e d the basic middle school charac­
t e r i s t i c s in hi s 1970 study.

These c h a r a c t e r i s t i c s were c o l l e c t e d

from l i t e r a t u r e about middle schools; those more freq ue ntly men­
tioned in l i t e r a t u r e became the b asis of R i e g l e ' s study.

The char­

a c t e r i s t i c s were used in a na tional sampling of se l e c te d middle
schools as well as Michigan middle schools.

This was the focus of

R i e g l e 's study.
an
ment?"

William M. Alexander, "How Fares the Middle School Move­
Middle School Journal 9 (August 1978): 3, 19-20.

39
A ft er compiling the middle school c h a r a c t e r i s t i c s , these
c h a r a c t e r i s t i c s were presented to f i v e well-known middle school
educators:

Dr. Marie E l i e , Montreal, Canada; Dr. Nicholas P.

Georgiady, Miami U niv e rsity , Oxford, Ohio; Dr. Ann Grooms, Educa­
tio na l Services I n s t i t u t e , C i n c in n a ti, Ohio; Dr. Louis G. Romano,
Michigan S t a t e University , East Lansing, Michigan; and Dr. Emmett
L. Williams, Uni ve rsity o f F lo r id a , G a i n s v i ll e , F lo rid a.

This

panel of middle school a u t h o r i t i e s agreed unanimously upon the
following eighteen middle school c h a r a c t e r i s t i c s :
1.
2.
3.
4.
5.
6.
7.
8.
9.

continuous progress
m ulti-m a terial approach
f l e x i b l e schedules
so c ial experiences
physical experiences
intramural a c t i v i t i e s
team teaching
planned gradualism
e x plorato ry and
enrichment st u d i e s

10.
11.
12.
13.
14.
15.
16.
17.
18.

guidance services
independent study
b asic learning s k i l l s
c r e a t i v e experiences
stu d e n t s e c u r i t y f a c t o r
evaluation p r a c t ic e s
community r e l a t i o n s
stu d e n t services
a u x i l i a r y s t a f f ing.41

The eighteen middle school c h a r a c t e r i s t i c s were found to
have been implemented in some o f the sampled middle schools as shown
in R i e g l e 's study.
through e i g h t .

The sample included those with grades f i v e

All Michigan middle schools were included as well

as four outstanding na tional middle sc hools.

The Riegle survey

was d i r e c te d to the school a d m i n i s t r a t o r s .
Some findings from responses to the Riegle survey a re as
follows:

41Riegle, pp. 60-62.

40
1.

Many schools a re lab ele d as middle schools but have
not app lied the v a lid ate d middle school c h a r a c t e r i s ­
t i c s to any g r e a t degree.

2.

Concerning th e a p p li c a t io n o f the middle school char­
a c t e r i s t i c s : 64.9 percent by the s e le c te d national
middle schools and 46.9 percent by the responding
Michigan middle schools.

3.

The a p p l i c a t i o n o f the eighteen middle school char­
a c t e r i s t i c s were not s i g n i f i c a n t l y a ff e c t e d by the
grade l e v e ls used in the responding middle schools.

4.

Middle school a u t h o r i t i e s agree on what c o n s t i t u t e s
the middle school c h a r a c t e r i s t i c s , but the degree o f
a p p l i c a t i o n o f the middle school c h a r a c t e r i s t i c s and
the wide v a r i a t i o n of the l e v e l s o f a p p li c a t io n showed
t h a t the Michigan middle school educators are not
implementing the middle school c h a r a c t e r i s t i c s in
Michigan middle schools.

5.

Some Michigan middle schools have shown implementa­
tio n o f the middle school c h a r a c t e r i s t i c s to a degree
equal to those o f the four s e le c te d n ational middle
schools used in the s t u d y . 42
The o r i g i n a l eighteen middle school c h a r a c t e r i s t i c s were

developed by Riegle.

Subsequently, a more d e t a i l e d l i s t i n g of the

c h a r a c t e r i s t i c s was developed by the unite d e f f o r t s of Romano,
Riegle, and Georgiady and a re included in Appendix C.

43

I t i s noted t h a t the o r i g i n a l middle school c h a r a c t e r i s t i c s
f i v e and s i x were combined, thus the t o t a l number o f c h a r a c t e r i s t i c s
became seventeen.

Otherwise, the c h a r a c t e r i s t i c s are e s s e n t i a l l y

the o r i g in a l as developed by Georgiady, Riegle, and Romano.

42I b i d . , pp. 100-104.
43
Louis G. Romano, e t a l . ( e d s . ) , The Middle School: Selected
Selected Readings on the Emerging School Program (Chicago: NelsonHall Company, 1973), pp. 73-84.

41

In 1972 James Hawkins developed an extension o f the Riegle
study.

Hawkins in v e s ti g a t e d the r e l a t i o n s h i p between the p r i n c i p a l s

and teach ers in s e le c te d Michigan and national middle schools of
d i s t in g u i s h e d r e p u ta tio n in conjunction with perceptions of middle
school p r a c t i c e s .
Using the eighteen middle school c h a r a c t e r i s t i c s i d e n t i f i e d
by R iegle, q u e stio n na ire s were s e n t to the p r i n c i p a l s of the Michigan
and national middle schools.
Hawkins' conclusions were t h a t the four d istin g u i s h e d
n ational middle schools applied the eighteen b a sic middle school
c h a r a c t e r i s t i c s to a g r e a t e r degree than the Michigan middle schools
44
used in his study.
Also in 1972, B. M. Gross i n v e s ti g a t e d c h a r a c t e r i s t i c s , the
purposes, and the functions o f middle schools.

Some o f h is findings

a re as follows:
1.

The findin gs have revealed t h a t the number of middle
schools have increas ed ; the f a c t t h a t 15.5 pe rc ent of
the schools surveyed were organized as 7-9 j u n i o r high
schools p r i o r to 1958-1959 school y e ar would suggest
t h a t the number of j u n i o r high schools i s de creasing.

2.

Both the middle school p r i n c i p a l s and informed edu­
c a t o r s surveyed in t h i s study perceived the 6-8 agegrade organizational p a tt e r n as the most d e s i r a b l e
unit.

44

James Hawkins, "A Study to Ascertain Actual Middle
School P r a c t i c e s as Compared to Reported Middle School P r a c t i c e s in
Selected Michigan Schools and Natio nally Prominent Schools as Per­
ceived by Teachers and P r i n c ip a ls " (Ph.D. d i s s e r t a t i o n , Michigan
S t a te U niv e rs ity , 1972), pp. 75-86.

42
3.

Expediency was a prime f a c t o r in the establishm ent of
80 percent of the middle school programs.

4.

In nearly every instance where the middle school
p r i n c i p a l s and informed educators did not agree on a
purpose or function o f the middle school, i t wasthe
informed educator who demurred or gave the most com­
prehensive response; i . e . , perceived the purpose as
being more doubtful or not v a l i d .

5.

The middle schools surveyed f o r the most p a r t have
taken advantage of team teaching; however, special
se r v ic e s and sp ecial personnel were s p a rse ly used.

6.

There was agreement t h a t the middle school program
should be increased in complexity or s o p h i s t i c a t i o n
over t h a t o f the elementary s c h o o l . 45
The study by Gross i s supported by the fin din gs o f the Walker

and Gatewood survey o f Michigan middle s c h o o l s .4® The reo rganiza­
tio n o f the middle schools involved e i t h e r grades 5-8 or 6-8.

This

reo rga niza tio n would reduce overcrowding c o nditions in o th er schools.
The two s t u d i e s f u r t h e r suggested t h a t the r eo rg a n iza tio n was f o r
a d m in istratio n r a t h e r than an improvement o f educational programs.
As o f 1974 Joe T. Raymer developed a study about the imple­
mentation of the eighteen b asic middle school c h a r a c t e r i s t i c s and
the c u r r e n t level in Michigan middle schools and s e le c te d national
middle schools.

45

Some o f his fin din g s were the following:

Bernard M. Gross, "An Analysis o f the Presen t and Per­
ceived Purposes, Functions, and C h a r a c t e r i s t i c s of the Middle
School," (Ph.D. d i s s e r t a t i o n , Temple U n iv e rs ity , 1972), pp. 168186.
46
George H. Walker, J r . and Thomas E. Gatewood, "The
Statu s of Middle Schools in Michigan,” Michigan Journal of
Secondary Education (Summer 1972): 11-15.

43
Michigan leads the nation in number of middle schools
housing grades 5-9 and 6-9 as defined in his study.
The grade 6-9 middle schools in Michigan apply the follow­
ing c h a r a c t e r i s t i c s to a high degree: m u l t i - m a t e r i a l ,
social ex perien ces, planned gradualism, e x plo rato ry and
enrichment programs, evaluation p r a c t i c e s , and student
services.
The grade 5-8 middle schools in Michigan apply the follow­
ing c h a r a c t e r i s t i c s to a high degree: physical experiences ,
planned gradualism, e x plo rato ry and enrichment programs,
e valuation p r a c t i c e s , and stu d e n t s e r v i c e s .
Michigan middle sc hools, grades 6-9, apply the eighteen
c h a r a c t e r i s t i c s to a higher degree than s i m i l a r middle
schools in the United S t a t e s .
These p a r t i c u l a r conclusions were s e le c te d sin ce they are
about Michigan middle schools and p e r t i n e n t to the w r i t e r of t h i s
study.
Each middle school needs to be evaluated, e s p e c i a l l y i t s
program.

To e v a l u a t e a middle school program two questions need

answering.
1.

How well are we achieving our goals o r purposes?

2.

How can we improve what we are doing or how can we do
i t b e tter? 4 8
As a useful answer to question one above, the goals and

o b j e c ti v e s of Michigan Department of Education, noted e a r l i e r in

47

Joe T. Raymer, "A Study to I d e n t i f y Middle Schools and
to Determine the Current Level of Implementation of Eighteen
Basic Middle School C h a r a c t e r i s t i c s in Selected United S ta te s
and Michigan Schools" (Ph.D. d i s s e r t a t i o n , Michigan S t a te Uni­
v e r s i t y , 1974).
48
Vynce A. Hynes and William M. Alexander, "Evaluating
the Middle School," National Elementary School P r i n c ip a ls 48
(February 1969): 32.

44
t h i s ch ap ter, seem a p p ro p r i a te .

As for item two the use o f the

q uestio n n a ire (Appendix B) as developed by R ieg le's study seems
a p p ro p r ia te .
Five purposes f o r e valuating a middle school have been
e s t a b l is h e d by Alexander and Williams, which are as follows:
1.

To provide information on how well the purposes of
the middle school are being met.

2.

To t e s t a s s e r t i o n s or hypotheses underlying the
middle school.

3.

To provide feedback f o r improving p r a c t ic e s in the
middle school included here r e l a t e s to what teachers
do, how they do i t , and a l l the courses, a c t i v i t i e s ,
and s e r v i c e s provided f o r the c h ild r e n who a tten d
the middle school.

4.

To provide psychological s e c u r i t y to s t a f f , p u p ils,
p a r e n t s , and school o f f i c i a l s .
49
To provide a b a sis f o r expanding middle schools.

5.

Evaluation must be a c o n stant and continuous process in middle
schools to meet g o a ls , o b j e c t i v e s , and purposes.
Summary
From Charles E l i o t ' s secondary proposal to the middle
schools o f the p r e s e n t , the middle school movement has come a long
way.

The j u n i o r high schoool are slowly being reorganized into

middle schools.
The middle schools have grown to over 4,000 and in nearly
a l l s t a t e s o f the United S t a t e s .

49

Alexander e t a l . , p. 13.

This i s a quadrupling of the

45
number o f middle schools of a decade p r i o r to 1977.

Michigan middle

schools have grown in number from 151 (1970) to 272 (1979 l a t e s t
count from the Michigan Department of Education).
The middle school program has evolved beyond the " t r a d i ­
t io n a l " j u n i o r high school program.

The middle school program has

some unique c h a r a c t e r i s t i c s d i f f e r i n g from the j u n i o r high schools.
Middle schools have incorporated into t h e i r programs wholly or in
p a r t the c h a r a c t e r i s t i c s o f independent study, development of po si­
t i v e se lf-i m ag e , individual and group a c t i v i t i e s , e xplo ration and
enrichment courses , f l e x i b i l i t y in scheduling and l e a r n in g , emphasis
on st u d e n t involvement and t h e i r i n t e r e s t s , and additional s e r v i c e s .
The middle school program has a broad curriculum with a
g r e a t amount o f f l e x i b i l i t y .

This in turn a f f e c t s the way a middle

school teacher conducts a c l a s s .
tion is necessary.

A more f l e x i b l e method of i n s t r u c ­

I f new dimensions broaden a curriculum, q u ite

po ss ib ly new methods of i n s t r u c t i o n need to be learned by t ea ch e rs.
Inse rvic e t r a i n i n g o f middle school teach ers i s of g r e a t importance
as the number o f tr a n s e s c e n t enrollment decrea se s.
Many of the pres en t middle school teachers have prepared
f o r teaching in the elementary or senior high sc hools.

Teacher

p reparation i n s t i t u t i o n s are moving to develop more middle school
tea cher p rep aratio n programs.

Whether i t i s a middle school pre­

s e r v i c e or in s e r v ic e program, an innovative and knowledgeable
middle school teacher w ill be able to conceptualize and a s s i s t in
the development and the implementation o f a b e n e f i c i a l learnin g

46
experience fo r t r a n s e s c e n t s .

Above a l l teacher commitment is needed

to c re a t e an e f f e c t i v e middle school program.
The Riegle study has presented the basic middle school
c h a r a c t e r i s t i c s which were c o ll e c t e d from middle school l i t e r a t u r e .
These c h a r a c t e r i s t i c s were apparently of g r e a t e s t concern by middle
school ed ucato rs.

The o r i g in a l eighteen middle school c h a r a c t e r i s ­

t i c s were continuous pro gress, m u lti-m a terial approach, f l e x i b l e
schedule, social exp eriences, physical experien ces , intramural
a c t i v i t i e s , team teaching, planned gradualism, explo rato ry and
enrichment programs, guidance s e r v i c e s , independent study, basi c
learnin g s k i l l s , c r e a t i v e experiences, s t u d e n t s e c u r i t y f a c t o r ,
evaluation p r a c t i c e s , community r e l a t i o n s , stu d e n t s e r v i c e s , and
auxiliary sta ffin g .

In subsequent l i t e r a t u r e , c h a r a c t e r i s t i c s

f i v e and s i x were combined, t o t a l i n g seventeen.

The seventeen

middle school c h a r a c t e r i s t i c s were l i s t e d in the p ositio n paper
about middle schools by the Michigan Department of Education in
conjunction with middle school e valuation.
Evaluation of middle schools needs to be an on-going process
to meet the goals and o b jec tiv e s of the i n s t i t u t i o n .

I t is noted

t h a t R i e g l e 's sixty-tw o item q uestio n n a ire had been used to evaluate
n a t i o n a l l y prominent middle school programs as well as Michigan
middle school programs.

The st u d i e s by Riegle, Raymer, and Hawkins

involved Michigan middle school programs which were evaluted by a
combination o f teachers and a d m i n i s t r a t o r s .

CHAPTER I I I
DESIGN OF THE STUDY
Introduction
The basic o b jec tiv e o f t h i s study was to examine middle
school programs through the teaching s t a f f s ' p e rc eptio n s.

This

chapter i s concerned with s t a t i n g the problem and the r e l a t e d
research q u e stio n s , the s e l e c t i o n of the sample, development and
d i s t r i b u t i o n of the instrument, and the procedure f o r c o l l e c t i o n
and treatm ent o f the d a ta .
Problem
The purpose o f t h i s study was to examine middle school
programs through usage of a qu estio n n a ire based on the basic
eighteen middle school c h a r a c t e r i s t i c s .

This qu estio n n a ire was

submitted to and completed by middle school teaching s t a f f s .
Research Question 1
Is t h e r e a c o r r e l a t i o n between the t e a c h e r s ' t o t a l
teaching ye ars in a middle school and t h e i r perceptions
of t h e i r middle school program?
Research Question 2
Is t h ere a c o r r e l a t i o n between the t e a c h e r s ' t o ta l
c e r t i f i c a t e d years o f teaching and t h e i r perceptions
o f t h e i r middle school program?

47

48
Research Question 3
Is t h e r e a c o r r e l a t i o n between the t e a c h e r s 1 choice to
teach in a middle school and t h e i r perceptions of t h e i r
middle school program?
Research Question 4
Is t h ere a c o r r e l a t i o n between the t e a c h e r s 1 s t a t e d
middle school philosophy and t h e i r pe rceptions o f t h e i r
middle school program?
S e lec tio n o f Sample
The sample f o r t h i s study was t h e teaching s t a f f s o f four
Michigan middle schools.

This i s a s t r a t i f i e d sample which includes

two middle schools in op era tio n t h r e e y e a r s or l e s s and two middle
schools in operation more than t h r e e y e a r s .
The two more r e c e n t l y e s t a b l i s h e d middle schools of t h i s
study included school "A11 locate d on the western c o a s t o f lower
Michigan and the o th e r school "BM in the south c en tral po rt io n of
lower Michigan.

School "A11 had a teaching s t a f f o f f o r t y - t h r e e

teachers serving grades 6-8.

School "B11 had a teaching s t a f f of

fourteen teachers serving grades 5-8.
The o th e r two middle schools of over t h r e e ye ars of
e x is te n ce included school "C11 located in the west c e n t r a l portion
of lower Michigan and school "O11 locate d in the c e n t e r portion of
lower Michigan.

School "C" had a s t a f f o f twenty-seven teachers

serving grades 5-8.

School "D11 had a s t a f f of twenty-five teachers

serving grades 6-8.
The teaching s t a f f s o f th ese four schools were chosen with
two s t r a t i f y i n g f a c t o r s .

These f a c t o r s were the number o f years

49
o f e x is te n c e and the grade l e v e l s involved in each school.
middle schools had grades 5-8 and two had grades 6-8.

Two

Two schools

were in ope ra tio n f o r l e s s than t h r e e ye ars and two schools were
in operation f o r over t h ree y e a r s .

These four middle schools were

chosen from a l i s t o f middle schools a v a i l a b l e from the Michigan
Department o f Education.
Development and D i s t r i b u t i o n of Instrument
The Middle School Questionnaire Parts I , I I , and I I I were
o r i g i n a l l y developed by Jack D. Riegle as p a r t o f his study (see
Appendix B).

Some items were r e lo c a te d to use fewer pages.

Part

IV was added by t h i s w r i t e r .
The o r i g i n a l instrument by Riegle was developed f o r his
study about Michigan middle school as compared to four d i s t i n ­
guished na tional middle sc hools.

Through a review of l i t e r a t u r e

about middle schools, eighteen c h a r a c t e r i s t i c s about middle schools
most o f ten mentioned in the l i t e r a t u r e were compiled.

This com­

pile d l i s t of eighteen was reviewed and approved by some well-known
middle school a u t h o r i t i e s who a r e as follows:

Dr. Marie E l i e ,

Montreal, Canada; Dr. Nicholas Georgiady, Miami U nivers ity , Oxford,
Ohio; Dr. Ann Grooms, Educational Services I n s t i t u t e , C incinn ati,
Ohio; Dr. Louis Romano, Michigan S t a te U n iv e rsity , East Lansing,
Michigan; and Dr. Emmett Williams, Uni ve rsity o f F l o r i d a , G a i n sv ille ,
Flori da.^

R i e g l e , pp. 60-62.

50
From t h i s panel, eighteen basic middle school c h a r a c t e r ­
i s t i c s were compiled and agreed upon (see Appendix C).

The o rig in a l

Riegle instrument was used to determine the e xte n t of implementa­
t io n of the eighteen c h a r a c t e r i s t i c s o f the middle school programs.
The qu e stion n a ire was submitted f o r completion by the p r i n c i p a l s
of the middle schools.

The o r i g in a l Riegle instrument had s i x t y -

two items which were divided i n to t h r e e p a r t s .

To r e l a t e the s i x t y -

two items to the eighteen c h a r a c t e r i s t i c s , a c h a r t was developed by
Riegle (see Table 3 . 1 ) .

The sixty-tw o items were d i r e c te d a t the

p r a c t i c a l a p p l i c a t i o n of the eighteen c h a r a c t e r i s t i c s .
d i r e c t i o n s were w r i t t e n f o r each p a r t .

Separate

The f i r s t p a r t was arranged

for a s i n g l e answer through a m ultip le exclusive choice.
p a r t included items of m u ltip le i n c l u s i v e ch o ic es.

The second

The t h i r d p a r t

had forms to check designed to compare two v a ri a b le s (see Appendix
B).
The t h ree p a r t s o f R i e g l e 's o r i g i n a l q u estio n n a ire were
reviewed and revised by Louis Romano and s t a f f c o n s u l ta n ts o f the
Department o f Research S e rv ice s, Michigan S t a te U n iv e rsity .

The

fourth p a r t of the p r e s e n t q u estio n n a ire (Appendix B) was developed
by t h i s w r i t e r with a s s i s t a n c e from Dr. Romano.

The items in P a r t

IV were o f a demographic nature about the teaching s t a f f respondents.
In order to use the Middle School Questionn aire, each of the
responses were weighted.

The more successful responses were assigned

the h igh est sc ore, and the l e a s t successful responses were assigned
the lowest sc o res .
zero.

The scores ranged from fo u r ( th e h ig h es t) to

This same scoring system was used in the f i r s t and t h i r d

51

TABLE 3.1 . —Eighteen Middle School C h a r a c t e r i s t i c s as Related to
the Middle School Questionnaire.
C haracteristics

Questionnaire Numbers

A.

Continuous Progress

1, 2

B.

M u lti- M aterials Approach

3, 4, 5, 6, 38, 39

C.

F l e x ib l e Schedule

7, 8, 40

D.

Social Experiences

9, 10, 41, 42, 56

E.

Physical Experiences

11, 57, 58

F.

Intramural A c t i v i t i e s

12, 13, 43, 59

G.

Team Teaching

14, 15, 16, 17

H.

Planned Gradualism

18

I.

Exploratory and Enrichment
Programs

19, 20, 21, 44, 45

J.

Guidance Services

22, 23, 24, 60

K.

Independent Study

46, 47, 61

L.

Basic Learning S k i l l s

25, 26, 48, 62

M.

Creative Experiences

27, 38, 29, 30, 31, 49

N.

Student S e c u ri t y Factor

32, 33

0.

Evaluation P r a c t i c e s

34, 35, 50

P.

Community Relations

36, 37, 51, 52

Q.

Student Services

53

R.

A u x ilia ry S t a f f i n g

54, 55

52
parts.

P a r t II was developed as an a l l in c l u s i v e response t h a t

described the various aspects of the respondent's program.

Whereas

more items were checked by the respondent, i t meant a more su ccess­
ful middle school program.
L e t te r s were se n t to each of the four middle schools on
September 30, 1973.

Appointments were completed over the telephone

f o r d e li v e r y and presenta ti on o f the Middle School Questionnaire.
On October 10, 1978 the survey forms were delivered to
middle school "B."

The principal administered and returned ten

completed qu estio nn air es by mail.
Middle school "C" a d m i n i s t r a t o r received the survey forms
on October 24, 1978.

The f iv e teams completed the qu estio nn air es

(one per team) which were returned by mail.
On October 24, 1978 the survey forms were de livered to
middle school "A" teaching s t a f f .
to the s t a f f .

The q u e stio n na ir e s were explained

Thirty-seven teachers completed the survey forms.

The w r i t e r met with middle school "D" s t a f f on December 17,
1978.

The que stio nn a ire was explained to eighteen s t a f f members

who completed the surveys.
Follow-up l e t t e r s were s e n t , but no additional questio n nair es
were received.

The t o t a l number returned was seventy.
Treatment o f Data

The seventy responses were punched on standard IBM cards,
using the o p tic al scanner.

The f i r s t fo rty-sev en cases were middle

53
schools in o pe ra tio n f o r t h ree years or l e s s .

The l a s t twenty-three

cases were middle schools in opera tio n f o r over t h r e e y e a r s .
The responses to each o f the sixty-tw o statements in Parts
I , I I , and I I I of the Middle School Questionnaire were assigned a
numerical value.

The values ranged from zero to four with four

being the most acc eptab le , in Parts I and I I I .

Most of P a r t II

was awarded a one i f checked and zero i f not checked.
The eighteen middle school c h a r a c t e r i s t i c s were l i s t e d
a l p h a b e t i c a l l y A through R.
in Appendix C.

These c h a r a c t e r i s t i c s were explained

These eighteen c h a r a c t e r i s t i c s were c o r r e l a t e d to

the sixty-tw o items of the Middle School Questionnaire P a r t I , I I ,
and I I I as shown in Table 3.1.
The responses to the sixty-two items, which were recorded
on IBM c a r d s , were fed into the 6500 computer.

Two t e s t s were

performed on the information gathered which were the ' t 1 t e s t and
the Pearson C o rrela tio n C o e f fi c ie n t Test.
The examination of research question 1 involved the Pearson
Corr elation C o e f f i c ie n t Test to examine the teacher responses to
the q u e s t io n n a ir e s .

Research question 1 involved the tea cher

responses to the Middle School C h a r a c t e r i s t i c s as r e l a t e d to item 1
o f P a r t IV o f the Middle School Questionnaire which was the t o t a l
number of years the teachers had taught in a middle school.
Research question 2 was item 2 o f Pa rt IV o f the Middle
School Questionnaire s t a t i n g the t o t a l c e r t i f i c a t e d teaching years
of each teacher as r e l a t e d to the teach er responses about the

54
eighteen middle school c h a r a c t e i s t i e s .

The Pearson C orrelatio n

C o e f fic ie n ts Test was used to examine research question 2.
The ' t 1 t e s t method was used to examine research question 3.
This question was taken from item 3 of P a r t IV o f the Middle School
Questionnaire.

Question 3 involved the choice of teaching in a

middle school or assignment to a middle school as r e l a t e d to the
tea cher responses to the eighteen middle school c h a r a c t e r i s t i c s .
Research question 4 was the attempt to determine the r e l a ­
t io n s h ip between the teacher responses about each o f the middle
school c h a r a c t e r i s t i c s and t h e i r acceptance o f the s t a t e d middle
school philosophy.

All four statements of the middle school

philosophy were l i s t e d in P a r t IV, item 4 o f the Middle School
Questionnaire.

The respondents were to accept a l l four statements

o f the philosophy or accept l e s s than fo ur.

The tea ch er responses

were divided into these two groups of philosophy acceptance.
The data were processed from the code book as made from
the Middle School Questionnaire.
punched on computer cards.
f o r the computer.

This survey information was

An a p p lic a b le program was developed

The information and i n s t r u c t i o n s were fed into

the 6500 IBM computer located a t Michigan S t a te U nive rsity .
Summary
The major problem was to examine the middle school program
by having the middle school teachers express t h e i r perception s of
t h e i r program.

The Middle School Questionnaire had sixty-two items

based upon the basic eighteen middle school c h a r a c t e r i s t i c s .

These

55
c h a r a c t e r i s t i c s were those most often mentioned in middle school
literatu re.

Four res earch questions had been developed to examine

the tea ch e r perceptions of t h e i r middle school program which were
t h e i r responses to the qu estio n n a ire as r e l a t e d to various demo­
graphic information about the te a c h e r s .
was as follows:

The demographic information

t o t a l ye ars taught in a middle school, t o t a l years

taught, acceptance o f four statements o f middle school philosophy,
and choice to teach in a middle school.

Three o th e r items are

located in P a r t IV o f the Middle School Questionnaire (Appendix B).
Item 5 i s a statement whether the tea che r liked teaching in a middle
school.

Item 6 asked the teach er i f he f e l t the Middle School

Questionnaire helped in the e valuation o f t h e i r middle school.
Item 7 was d i r e c t e d toward the t e a c h e r ' s awareness—i f he knew t h a t
the Middle School Questionnaire was based on the eighteen middle
school c h a r a c t e r i s t i c s .

These l a s t t h r e e items w ill be discussed

in the following chapter.
The Middle School Questionnaire was presented to four
middle sc hools.

L e t te r s were s e n t to each school.

were used to arrange appointments.
encourage a d d itio n al responses.

Telephone c a l l s

Follow-up l e t t e r s were s e n t to

The t o t a l response was seventy.

The treatm ent o f the data involved the numbers assigned to
each response about each of the sixty-tw o items of the Middle School
Questionnaire.
c ards.

The teach er responses were tab u late d on computer

Two t e s t s were s e l e c te d which were as follows:

C orrelation C o e f fic ie n ts t e s t and the ' t ' t e s t .

the Pearson

These t e s t s were

used to examine the d i f f e r e n c e s and the r e l a t i o n s h i p s of the da ta .

56

Each o f the four s t a t e d research questions were examined
using the two t e s t s mentioned in the preceding paragraph.
t e s t was used to examine research questions 3 and 4.

The 1t ’

The Pearson

C o r r ela tio n C o e f fic ie n ts t e s t was used to examine research questions
1 and 2.
The basic eighteen middle school c h a r a c t e r i s t i c s were
examined in r e l a t i o n to each o t h e r .
C o e f fic ie n ts t e s t was used.

The Pearson C orrela tion

This will be discussed in the upcoming

ch ap ter.
The information and the program were punched and fed in to
the 6500 IBM computer.

The computer is located in the Computer

Building a t Michigan S t a te U nivers ity .

CHAPTER IV
ANALYSIS OF THE DATA
Introduction
This chapter will r e p o r t the t e s t i n g r e s u l t s about the
research d a ta .

Each of the four research questions w ill be examined.

Additional open end quest io ns w ill be examined.

Also an i n te r n a l

examination o f the eighteen middle school c h a r a c t e r i s t i c s w ill be
c a r r i e d o u t to compare the r e l a t i o n s h i p to each o th er.

The examina­

tio n o f the length o f operation about the middle schools will be
accomplished.
Research Question 1
The tea ch e r responses to the sixty-two item Middle School
Questionnaire were examined as r e l a t e d to the t e a c h e r s ' t o t a l number
o f years taught in a middle school.
The Pearson C o rr elation C o e f fi c ie n t s t e s t was used to
examine the d a ta .

The r e s u l t s o f the Pearson C orrela tion Coeffi­

c i e n t s t e s t are shown in Table 4.1.

The s t a t i s t i c a l data show the

p r o b a b i l i t y l e v e l s were a l l above the acc eptable .01 f i g u r e .
o f the data of Table 4.1 was s i g n i f i c a n t .

None

The teacher responses

to the sixty-tw o item Middle School Questionnaire as r e l a t e d to the
t e a c h e r s ' t o t a l number o f years taught in a middle school were not
significant.
57

58
TABLE 4.1 . —Relationship o f Middle School Teaching Years to Eighteen
Middle School C h a r a c t e r i s t i c s (Variables A-R).
Variables

CC*

p**

A.

Continuous Progress

-.017

.451

B.

Multi-Material Approach

-.078

.290

C.

F le x ib le Schedule

-.013

.463

D.

Social Experiences

-.038

.392

E.

Physical Experiences

-.078

.290

F.

Intramural A c t i v i t i e s

.054

.350

G.

Team Teaching

.104

.230

H.

Planned Gradualism

-.218

.059

I.

Exploratory and Enrichment
Programs

.052

.355

J.

Guidance Services

.039

.389

K.

Independent Study

-.076

.295

L.

Basic Learning S k i l l s

-.272

.025

M.

Creative Experiences

-.109

.225

N.

Student Security Factor

.093

.254

0.

Evaluation P r a c t i c e s

.099

.242

P.

Community Relations

.083

.278

Q.

Student Services

-.028

.420

R.

Auxilia ry S t a f f in g

-.044

.378

*CC = Pearson Correlation C o e ffic ie n ts
**p = P r o b a b i li t y a t s i g n i f i c a n c e level of .01 or lower

59
Research Question 2
Question 2 was the examination o f the teacher responses to
the sixty-tw o item Middle School Questionnaire as c o r r e l a t e d to
the t e a c h e r s ' t o t a l number o f years taught.

Question 2 was examined

by the Pearson C orrelation C o e f fi c ie n t t e s t .

The r e s u l t s of t h i s

examination displayed in Table 4.2 show t h a t a l l p r o b a b i l i t y of
s i g n i f ic a n c e are above the acc eptable level o f .01.

S tatistically,

t h i s means t h a t the t o t a l years of teaching had no s i g n i f i c a n c e as
r e l a t e d to the eighteen middle school c h a r a c t e r i s t i c s .
Research Question 3
Question 3 was the examination o f the tea ch e r responses to
the Middle School Questionnaire to determine the d i f f e r e n c e between
the two groups of t e a c h e r s , i . e . , those who chose to teach a t a
middle school and those teachers who were assigned to the middle
school.

The 11 ' t e s t was used to examine question 3.
Of the seventy teach er responses t o t a l , s i x t y responses

were from teachers who had chosen to teach in a middle school while
ten were from teachers who were assigned.

The s i x t y teacher responses

were labeled as group I and the o th er ten were group I I .

Table 4.3

shows the mean o f each group and the l e v e ls o f s i g n i f i c a n c e .

All

l e v e ls of s i g n i f i c a n t p r o b a b i l i t y are above the acceptable level of
.01.

Therefore, t h e r e i s no s i g n i f i c a n c e in these d a ta .
Research Question 4
Question 4 was the examination of the d i f f e r e n c e between the

t e a c h e r s ' approval of a l l four p a rts or l e s s of the s t a t e d middle

60
TABLE 4 . 2 . —Relationship of Total Teaching Years to the Eighteen
Middle School C h a r a c t e r i s t i c s (Variables A-R).
p**

Continuous Progress

.126

.177

B.

Multi-Material Approach

.213

.057

C.

Fle x ib le Schedule

.169

.106

D.

Social Experiences

.171

.103

E.

Physical Experiences

.133

.163

F.

Intramural A c t i v i t i e s

.255

.029

G.

Team Teaching

.100

.231

H.

Planned Gradualism

.302

I.

Exploratory and Enrichment
Program

-.059

.331

J.

Guidance Services

.262

.026

K.

Independent Study

.187

.083

L.

Basic Learning S k i l l s

.021

.437

M.

Creative Experiences

.119

.189

N.

Student Secu rity Factor

.174

.099

0.

Evaluation P ra ctice s

.137

.156

P.

Community Relations

.306

.011

Q.

Student Services

.277

.019

R.

Auxi liary S t a f f in g

.193

.077

O

A.

o

CC*

1

Variables

*CC = Pearson Cor relation C o e ffic ie n ts
** P = P r o b a b i l i t y a t s i g n i f i c a n c e l e v e l o f .01 o r l o w e r

61
TABLE 4 . 3 . —Comparison o f Group I and Group II as Related to
Variables A-R.

Variables

Group I XI*
(n = 60)

Group II X2
(n = 10)

p**

3.20

1.30

.011

22.33

19.80

.173

A.

Continuous Progress

B.

Multi-M aterials Approach

C.

Flexib le Schedule

8.65

6.70

.187

D.

Social Experiences

10.43

10.80

.771

E.

Physical Experiences

22.65

19.90

.217

F.

Intramural A c t i v i t i e s

17.06

17.20

.936

G.

Team Teaching

8.95

7.50

.389

H.

Planned Gradualism

1.33

1.20

.781

I.

Exploratory and Enrichment
Programs

10.71

8.90

.141

J.

Guidance Services

10.08

11.20

.620

K.

Independent Study

7.05

5.60

.272

L.

Basic Learning S k i l l s

15.81

12.90

.168

M.

Creative Experiences

7.21

4.50

.124

N.

Student Se curity Factor

4.28

4.60

.737

0.

Evaluation P ra c tic e s

9.15

9.30

.888

P.

Community Relations

6.48

5.50

3.26

Q.

Student Services

5.53

3.50

.014

R.

Auxi liary S t a f f in g

4.06

2.50

.035

*X = Mean
**P = P r o b a b i l i t y two t a i l t e s t s i g n i f i c a n c e l e v e l .01 o r l o w e r

62

school philosophy as l i s t e d in the Middle School Questionnaire
( P a rt IV).

The t e a c h e r s ' acceptances o f four or l e s s statements of

the middle school philosophy were r e l a t e d to teacher responses to
the sixty-two item q u e stio n n a ire .
The ' t ' t e s t was used to examine the p r o b a b i l i t y of s i g n i f i ­
cance concerning the eighteen middle school c h a r a c t e r i s t i c s i d e n t i ­
fie d as v a r i a b le s A-R.

The teachers who approved of a l l four s t a t e ­

ments of the middle school philosophy became group I.

The tea ch ers

who approved o f l e s s than fo ur statements were labeled group I I .
Group I included f o r t y - s i x responses while group II had twenty-four
responses.

The mean f o r each group is l i s t e d in Table 4 . 4 .

The

data show t h a t the p r o b a b i l i t y f o r v a ria b le s A-J and L-R were above
the level o f s i g n i f i c a n c e o f .01 while v a r i a b l e K (Independent
Study) was found to be s i g n i f i c a n t a t the .01 l e v e l .

These data

show no s i g n i f i c a n c e in the v a r i a b le s A-J and L-R.
Upon f u r t h e r examination o f the mean of groups I and I I ,
the means o f group II a re g r e a t e r .

The overa ll level o f s i g n i f i ­

cance appears to i n d i c a t e t h a t the s t a t e d philosophy has l i t t l e or
no s i g n i f i c a n t e f f e c t upon the tea ch e r responses to the eighteen
middle school c h a r a c t e r i s t i c s .
Open End Question Data
Teachers were asked to respond to item 5 P a r t IV of the
Middle School Questionnaire, "I l i k e teaching a t a middle scho ol."
T h i r t y - f i v e responses were "yes" or 50 pe rc en t, t h i r t y responses

63
TABLE 4 . 4 . —Middle School Philosophy as Related to the Eighteen
Middle School C h a r a c t e r i s t i c s (Variables A-R).

Variables

Group I XI*
(n = 46)

Group II X2
(n = 24)

p**

2.69

3.37

.226

21.80

22.29

.724

A.

Continuous Progress

B.

Multi-M aterials Approach

C.

Fle x ib le Schedule

7.80

9.45

.128

D.

Social Experiences

10.30

10.83

.568

E.

Physical Experiences

21.71

23.29

.339

F.

Intramural A c t i v i t i e s

16.56

18.08

.210

G.

Team Teaching

8.52

9.16

.604

H.

Planned Gradualism

1.34

1.25

.782

I.

Exploratory and Enrichment
Programs

10.21

10.91

.445

J.

Guidance Services

10.19

10.33

.934

K.

Independent Study

5.78

8.87

.001

L.

Basic Learning S k i l l s

14.86

16.41

.323

M.

Creative Experiences

5.80

8.79

.020

N.

Student Secu rity Factor

3.80

5.33

.025

0.

Evaluation P r a c tic e s

8.80

9.87

.170

P.

Community Relations

5.78

7.41

.025

Q.

Student Services

5.17

5.37

.746

R.

Auxiliary S ta f f in g

3.76

4.00

.667

*X = Mean
**P = P r o b a b i l i t y two t a i l t e s t s i g n i f i c a n c e l e v e l .0 1 o r l o w e r

64
were "no" or 42.9 p ercen t, and f i v e responses or 7.1 pe rc ent were
blank.

The t o t a l responses were seventy.
The tea che r responses to item 6 P a r t IV o f the Middle School

Questionn aire, "Does the instrument Middle School Questionnaire help
you in e valuating your middle school?" included fo rty -o n e or 58.6
pe rcent "yes," twenty-four or 34.3 p ercen t "no," and f i v e or 7.2
pe rcent blank.
The teacher responses to item 7 P a r t IV o f the Middle School
Q uestionnaire, "Were you aware t h a t the 18 middle school c h a r a c t e r ­
i s t i c s , upon which the Middle School Questionnaire i s based, might
be useful in developing an e f f e c t i v e middle school program?"
included f o r t y - n i n e or 70 percent "yes," f i f t e e n or 2.14 percent
"no," and six or 8.5 p ercent blank.
The teacher responses f o r items 6 and 7 appear to be posi­
t i v e responses, ranging from 58.6 to 70 percent favoring each item.
However, n e i t h e r group o f responses appeared to be overwhelming.
I n tern a l Examination Data
The i n te r n a l examination of the Middle School Questionnaire
Pa rt s I , I I , and I I I was accomplished by t e s t i n g the eighteen middle
school c h a r a c t e r i s t i c s l i s t e d as v a ri a b le s A-R.
In an attempt to compare the v a ri a b le s A-R i n t e r n a l l y , the
Pearson C o rrela tio n C o e f fi c ie n t s t e s t was used.

The r e s u l t s were

p o s i t i v e in a moderate range between .28 to .60 c o r r e l a t i o n .

This

c o r r e l a t i o n range i s p e r t i n e n t to those v a ri a b le s a t a p r o b a b i l i t y
level o f .01 o r lower.

The c o r r e l a t i o n c o e f f i c i e n t s and the

65

s i g n i f ic a n c e l e v e ls are l i s t e d in Table 4.5 showing only those com­
pared v a ri a b le s a t the s i g n i f i c a n c e level of .01 or lower.
In Table 4.6 the t o t a l number o f c o r r e l a t i o n s were counted
f o r each v a r i a b le .

All the t o t a l s were l i s t e d along the bottom of

Table 4 .6 except f o r v a r i a b le R which was l i s t e d on the r i g h t margin.
These t o t a l s were arranged in to t h i r d s .

The groupings were divided

by the following ranges:
Group I range of t o t a l s 13-18 one v a r i a b le .
Group II range o f t o t a l s 7-12 eleven v a r i a b l e s .
Group I I I range o f t o t a l s 1-6 six v a r i a b le s .
The l a r g e s t number o f v a ria b le s are in the middle t h i r d .

Both the

Pearson C o rre lation C o e f fic ie n ts t e s t r e s u l t s and the grouping
t o t a l s r e s u l t s show a middle tendency.
I t appears t h a t the eighteen middle school c h a r a c t e r i s t i c s ,
v a r i a b le s A-R, are both moderate and p o s i t i v e in n a tu r e .

On a s c ale

o f .00 to 1.00 the c o r r e l a t i o n range of .28 to .60 f i t s in the
approximate middle, the middle t h i r d being .33 to .67.

However, a

s i n g l e t e s t (Pearson Corr elation C oe f fic ie n t) i s i n s u f f i c i e n t to
draw d e f i n i t e conclusions about the middle school c h a r a c t e r i s t i c s .
Duration of Operation Data
The four middle schools o f t h i s study were divided in to two
groups.

Two middle schools were opera tin g fo r t h ree years or le s s

and had forty -sev en teach er responses.
became group I .

These fo rty-sev en responses

Group II had twenty-three teach er responses from

two schools in operation f o r more than t h ree y e a r s .
shows the two groups of teach er responses.

Table 4.7

TABLE 4 . 5 . —C o rre la tio n Between V ariables A-R to V ariables A-R.
B

A
8.

C

0

E

F

G

H

I

.355
.001*

C.

0.

.286
.008*

E.

.298
.006*

F.

-

G.

.365
.001*

.480
.001*
.243
.007*

.393
.001*

.455
.001*

.552
.001*

H.
I.

.407
.001*

J.

.335
.002*

K.

.353
.001*

L.
H.

.318
.004*

N.

.463
.001*

.295
.007*
.318
.004*

.282
.009*

.291
.007*

.309
.005*

.433
.001*
.380
.001*

.409
.001*

.394
.001*

.516
.001*

.383
.001*

.524
.001*

.612
.001*

.605
.001*

.529
.001*

.462
.001*

.388
.001*

.360
.001*

.447
.001*

.517
.001*

.277
.010*

.287
.008*

0.
R

OS

.490
.001*

.500
. 001*

.308
.005*

.321
.003*

0.
p.

os

.322
.003*

.303
.005*

.306
.005*

.504
.001*

.312
.004*

.509
.001*

.381
.001*

.558
.001*

.427
.001*

.337
.002*

.469
.001*

.326
.003*

.420
.001*

‘ P ro b a b ility lev el o f s ig n ific a n c e is .01 o r le s s .

.337
.002*

.573
.001*

.328
.003*

.488
.001*

.413
.001*
.280
.009*

.520
.001*

.423
.001*

.367
.001*
.568
.001*

.4B3
.001*

.368
.001*
.457
.001*

.598
.001*

.588
.001*

.414
.001*

.298
.006*

.531
.001*

.574
.001*

.412
.001*

.665
.001*

TABLE 4.6.—Comparison of Variables A-R to Variables A-R.

B.

X

C.
D.

X

E.

X

X

F.
G.

X
X

H.
I.

X

J.

X

K.

X

L.
X

M.

X

X
X

X

X

q.

X

X

X

X

X

X

X

X

X

X

X

X

Totals 4

9

X

X

X

X

X

X

8

X
X

X

0.

R.

X

X

N.
P.

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

12

9

11

9

12

14

11

X
X

X

9

11

X
3

6

1

X

X
X

3

6

12

68
TABLE 4 . 7 . --Comparison of Group I and Group II as Related to
Variables A-R.

Variables

Group I XI*
(n = 47)

Group II X2
(n = 23)

2.40

4.00

20.55

24.86

A.

Continuous Progress

B.

Multi-Materials Approach

C.

F lexib le Schedule

7.89

9.34

D.

Social Experiences

10.08

11.30

E.

Physical Experiences

21.87

23.04

F.

Intramural A c t i v i t i e s

17.08

17.08

G.

Team Teaching

7.80

10.65

H.

Planned Gradualism

1.76

.39

I.

Exploratory and Enrichment
Programs

9.46

12.47

J.

Guidance Services

7.80

15.21

K.

Independent Study

6.51

7.52

L.

Basic Learning S k i l l s

15.19

15.82

M.

Creative Experiences

5.89

8.73

N.

Student Se curity Factor

4.51

3.95

0.

Evaluation P r a c t i c e s

9.31

8.86

P.

Community Relations

5.68

7.69

Q.

Student Services

4.63

6.47

R.

Auxiliary S t a f f i n g

3.21

5.13

*X = Mean

69
Table 4.7 shows the mean o f each v a r i a b l e o f each group.
Table 4.8 l i s t s the s i g n i f i c a n t l e v e l s o f p r o b a b i l i t y f o r v a ria b le s
A-R.

Only the v a ria b le s l i s t i n g a s i g n i f i c a n c e level o f .01 or

lower were used.

The d i f f e r e n c e between the group II and I means

was c a l c u l a t e d f o r v a ri a b le s with s i g n i f i c a n c e level o f .01 or lower
except f o r v a ri a b le H.
than i t s group II mean.
cance level was e i g h t .

For v a r i a b le H, i t s group I mean was l a r g e r
The t o t a l number of v a r i a b le s a t a s i g n i f i ­
The ' t ' t e s t 2 t a i l e d p r o b a b i l i t y was used

to examine these d a t a .
From Table 4.8 i t i s p ossib le to conclude t h a t middle schools
o f longer operation would show a g r e a t e r a p p l i c a t i o n o f the middle
school c h a r a c t e r i s t i c s including A (Continuous Pro g re ss ), B (MultiMaterial Approach), I (Exploratory and Enrichment Programs), J
(Guidance S e r v i c e s ) , P (Community R e l a t i o n s ) , Q (Student S e r v i c e s ) ,
and R (Auxiliary S t a f f i n g ) .
Summary
The data concerning research questions 1 through 4 were
presented and analyzed.

These f o ur res ea rch questions developed

l i t t l e or no s i g n i f i c a n t r e s u l t s o f a s t a t i s t i c a l n a tu re .

Neither

the length o f time a teach er had taught in a middle school, the
t o t a l time the teachers tau g h t, chosing to teach in a middle school,
nor the acceptance o f the fo ur l i s t e d philosophy statements appear
to have any s t a t i s t i c a l e f f e c t s upon the eighteen middle school
c h a r a c t e r i s t i c s as in d ic a t i n g the teacher responses in t h i s sample.

70
TABLE 4 . 8 . —Differences Between Group I and Group II as Related to
Variables A-R.
Variables

P*

X2-X1

A.

Continuous Progress

.004

1.60

B.

Multi-Material Approach

.001

4.31

C.

F l e x ib le Schedule

.187

—

D.

Social Experiences

.191

—

E.

Physical Experiences

.482

--

F.

Intramural A c t i v i t i e s

.999

—

G.

Team Teaching

.021

—

H.

Planned Gradualism

.000

I.

Exploratory and Enrichment
Programs

.001

2.99

J.

Guidance Services

.000

7.41

K.

Independent Study

.305

—

L.

Basic Learning S k i l l s

.689

—

M.

Creativ e Experiences

.029

—

N.

Student S e c u rity Factor

.429

—

0 . Evaluation P r a c t i c e s

.571

—

P.

Community Relations

.006

2.01

Q.

Student Services

.002

1.84

R.

Aux ilia ry S t a f f in g

.000

1.92

*P = P r o b a b i l i t y 1t ' t e s t 2 t a i l e d
**X1 i s g r e a t e r than X2.

**(1.37)

71
Other t e s t i n g showed t h a t the teacher responses were almost
eq ually divided whether they liked or d i s l i k e d teaching in a middle
school.

Approximately 59 pe rcent o f the tea ch e r responses showed

the teachers perceived t h a t the Middle School Questionnaire would
be helpful in evaluating t h e i r middle school.

Seventy pe rc ent of

the teachers responding perceived t h a t the eighteen middle school
c h a r a c t e r i s t i c s would be helpful in developing an e f f e c t i v e middle
school program.
The Pearson C o rrela tio n C o e f fi c ie n t s t e s t was used to
compare v a ri a b le s A-R in an i n te r n a l examination.

The r e s u l t s of

t h i s t e s t showed t h a t the c o e f f i c i e n t s were approximately in the
middle range .28 to .60 of a moderate p o s i t i v e a re a.

With addi­

t i o n a l examination o f the r e s u l t s , eleven o f the eighteen charac­
t e r i s t i c s were placed in the middle t h i r d when compared to the o th e r
characteristics.

This appears to i n d i c a t e t h a t both examinations

show the eighteen middle school c h a r a c t e r i s t i c s have a middle
tendency when the middle school c h a r a c t e r i s t i c s are examined in
r e l a t i o n s h i p to each o t h e r .

One t e s t seems i n s u f f i c i e n t to i n d i ­

c a t e otherwise.
Data were c o ll e c t e d concerning the length o f time t h a t a
middle school was operating and i t s r e l a t i o n s h i p to the eighteen
middle school c h a r a c t e r i s t i c s .

Seven o f the middle school char­

a c t e r i s t i c s c o r r e l a t e d favorably to the schools operating more
than t h r e e y e a r s .

One c h a r a c t e r i s t i c c o r r e l a t e d favorably to the

middle schools opera tin g f o r three years or l e s s .

The ten other

c h a r a c t e r i s t i c s t e s te d showed no s i g n i f i c a n t r e l a t i o n s h i p s .

CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS

In the f i n a l chapter a summary o f the purpose, the procedure,
and the research q uestio ns o f the study are presen ted.

Next, the

fin d in g s about the data w ill be followed by the conclusions from the
a n a l y s i s , and the c h a p te r w ill be concluded with the im plication s
and recommendations f o r f u t u r e study.
Summary
The purpose o f t h i s study was to a s c e r t a i n the perceptions
o f the teaching s t a f f s about t h e i r middle school programs.

These

p e rc eptions were used to examine the resea rch questions of t h i s
study.
Procedures
The sample o f t h i s study con sisted o f the teaching s t a f f s
o f four Michigan middle sc hools.

Two middle schools were op eratin g

f o r more than t h r e e y e a r s , and two o t h e r schools were op e ra tin g
f o r t h r e e y e ars or l e s s .

Two schools had grades 5-8 while the

o t h e r two schools served grades 6-8.

All schools used in t h i s

study were o f a s t r a t i f i e d random s e l e c t i o n .

72

73
A si xty -tw o item q u e s t io n n a ir e was used in t h i s study.

This

q u e s t io n n a ir e was developed by Riegle and included six ty -tw o items
c o r r e l a t e d to the eighteen middle school c h a r a c t e r i s t i c s .

Seven

demographic statement s were added to the sixty-tw o items.

This four

p a r t survey was named the Middle School Questionnaire.
L e t t e r s were mailed to the fo ur Michigan middle sch ools.
Appointments were made to p r e s e n t the q u e s t io n n a ir e in person.

Two

middle schools accepted the o f f e r o f a personal p r e s e n t a ti o n while
the o t h e r two middle school s t a f f s answered t h e i r q u e s t io n n a ir e s
i n d i v i d u a l l y and return ed t h e i r completed surveys by mail.

Follow-

up l e t t e r s were s e n t to each middle sc hool, but no a d d it i o n a l s u r ­
veys were r e t u r n e d .

The t o t a l t e a c h e r response was seventy.

The seventy t e a c h e r responses were coded, key punched, and
fed i n t o the 6500 computer a t Michigan S t a t e U niv e rs ity .

The S t a ­

t i s t i c a l Package f o r Social Sciences was used to examine the d a ta .
Data a n a l y s i s was accomplished by using the Pearson C o rrela tio n
C o e f f i c i e n t t e s t and the ' t ' t e s t .
Research Questions
Four research questio ns were examined in c o r r e l a t i o n with
the seventy tea ch e r responses which were about the middle school
characteristics.

These qu estio ns are as follows:

1.

Is t h e r e a c o r r e l a t i o n between the t e a c h e r s ' t o t a l
teaching y e ars in a middle school and t h e i r percep­
t i o n s o f t h e i r middle school program?

2.

Is t h e r e a c o r r e l a t i o n between the t e a c h e r s ' t o t a l
c e r t i f i c a t e d years o f teaching and t h e i r p e rc eptions
o f t h e i r middle school program?

74
3.

Is t h e r e a c o r r e l a t i o n between the t e a c h e r s ' choices
to teach in a middle school and t h e i r perceptions o f
t h e i r middle school program?

4.

Is there a c o r r e l a t i o n between the teacher responses
to the s t a t e d middle school philosophy and t h e i r
perceptions of t h e i r middle school program?

Three open end questions were examined.

These questions

were about l i k i n g to teach in a middle school, using the middle
school c h a r a c t e r i s t i c s as p a r t of the evaluation process about
t h e i r middle school program, and the use fulness o f the middle
school c h a r a c t e r i s t i c s f o r the development o f an e f f e c t i v e middle
school program.
Additional information was examined.

F i r s t , the c o r r e l a ­

tio n between the period o f time which the middle school was o p e r a t ­
ing and the teacher responses were examined.

Secondly, an i n te r n a l

examination o f the eighteen middle school c h a r a c t e r i s t i c s was
accomplished.
Findings
The data o f the fo ur research questions were gathered and
analyzed.

The r e s u l t s o f the a n a ly sis were as follows:

1.

The te a c h e r s ' t o t a l teaching ye ars in a middle school
showed no s i g n i f i c a n c e upon the te a c h e r s ' perceptions
about t h e i r middle school program.

2.

The t e a c h e r s ' t o t a l c e r t i f i c a t e d years of teaching
displayed no s i g n i f i c a n c e upon the te a c h e r s ' percep­
t io n s of t h e i r middle school program.

3.

The t e a c h e r s ' choice to teach in a middle school made
no s i g n i f i c a n t d i f f e r e n c e upon t h e i r perceptions about
t h e i r middle school programs. Sixty of the seventy
teach er responses made an a ff i r m a t i v e choice, about
85 percent.

75
4.

The teach er responses to the s t a t e d middle school
philosophy had no s i g n i f i c a n t e f f e c t s upon t h e i r
perceptions o f t h e i r middle school program. Approx­
imately 66 percent approved o f the middle school
philosophy.

Three open end questions were examined.

The r e s u l t s were

as follows:
1.

F i f t y percent o f the tea cher responses denoted t h a t
they liked teaching in a middle school.

2.

Approximately 59 pe rc ent responded t h a t the eighteen
middle school c h a r a c t e r i s t i c s could be used to evalu­
a t e a middle school program.

3.

Seventy pe rc ent o f the teacher responses perceived
t h a t the Middle School Questionnaire would be helpful
in developing an e f f e c t i v e middle school program.

Two p a r t s of a d d itio n al information were examined.

They

were as follows:
1.

Seven middle school c h a r a c t e r i s t i c s c o r r e l a t e d with
p o s i t i v e s i g n i f i c a n c e when analyzed in conjunction
with the time of operation of the middle school.
The longer op era tin g middle schools c o r r e l a t e d
p o s i t i vely.

2.

An i n te r n a l examination of the eighteen middle school
c h a r a c t e r i s t i c s showed t h a t the c o e f f i c i e n t s were
in te r sp e r se d in the middle range of .28 to .60, a
moderate p o s i t i v e a r e a .
Conclusions

These conclusions were developed within the l i m i t s of the
research instrument used and the research accomplished.
1.

The period of time a teacher had taught e i t h e r in a
middle school or o th er grades had l i t t l e e f f e c t upon
the t e a c h e r s ’ responses about the eighteen middle
school c h a r a c t e r i s t i c s .

76
2.

The number o f teachers who chose to teach in a middle
school showed no s i g n i f ic a n c e upon the teacher
responses about the eighteen middle school c h a r a c t e r ­
istics.

3.

The number o f teachers who accepted the middle school
philosophy showed no probable influ e nce upon t h e i r
responses t o the eighteen middle school c h a r a c t e r i s ­
tics.

4.

About h a l f o f the teachers polled liked teaching in a
middle school.

5.

The longer a middle school was operatin g the g r e a t e r
number o f middle school c h a r a c t e r i s t i c s were imple­
mented.
Discussion o f Conclusions

The period of time t h a t teachers had taught in a middle
school o r o t h e r grades showed no s t a t i s t i c a l s i g n i f i c a n c e upon the
teach er responses about the eighteen middle school c h a r a c t e r i s t i c s .
However, i t should be noted t h a t the longer the middle schools were
ope ra tin g the g r e a t e r number o f middle school c h a r a c t e r i s t i c s c o r­
related.

This d i f f e r e d from the middle schools with a s h o r t e r

period of o p e ra tio n .

This conclusions about the longer operating

middle schools having a g r e a t e r c o r r e l a t i o n with the middle school
c h a r a c t e r i s t i c s would be a p a r a l l e l to the teachers who have taught
the same period o f time or longer in the longer operating middle
schoo ls.
The number of teachers who chose to teach in a middle school
was c a l c u l a t e d to be approximately 86 pe rcent o f the t o t a l seventy
responses.

This i s q u i te a high percentage.

Yet the a n a ly sis

r e s u l t e d in no s i g n i f i c a n c e according t o s t a t i s t i c a l p r o b a b i l i t y .

77
This percentage o f teachers may have chosen to teach a t a middle
school f o r many reaso ns, but to keep t h e i r p o s i t i o n s , hopefully,
t h es e teachers have made a commitment to the middle school program.
Perhaps t h i s percentage of teachers should be regrouped between the
longer op e ra tin g middle schools and the s h o r t e r opera tin g middle
schools and re-a nalyzed.
The acceptance of th e s t a t e d middle school philosophy would
be the acceptance o f the t h e o r e t i c a l asp ects o f the middle school
program.

Often times i t i s d i f f i c u l t to t r a n s f e r the theory in to

practical application.

This p r a c t i c a l a p p l i c a t i o n i s in the form

o f the sixty-tw o item q u e s t io n n a ir e .

This r e l a t i o n s h i p may be

d i f f i c u l t to perceive.
The longer a middle school was op eratin g the g r e a t e r number
o f middle school c h a r a c t e r i s t i c s were implemented.

The s t a t i s t i c a l

a n a l y s i s showed t h a t the longer op e ra ting middle schools were ahead
a t the seven to one r a t i o .

The longer op e ra ting schools had more

time to develop t h e i r middle school program.

Would the longer

op era tin g middle school continue a t t h i s seven to one r a t e or would
the o t h e r middle school catch up s t a t i s t i c a l l y as s u f f i c i e n t time
passed?
The sixty-two item q u e stio n n a ir e about the eightee n middle
school c h a r a c t e r i s t i c s could be used f o r the following:
1.

as an e v alu atio n instrument about the middle
school program, both a pre- and post t e s t .

78
2.

as a guide to develop tea ch e r awareness to
a s s i s t in the development of a middle school
program,

3.

as a motivating f a c t o r in the development o f a
middle school program, and

4.

using the feedback f o r improvement of e x i s t i n g
middle school programs.

From the p r e - t e s t i t would be p o s s ib le to develop the o b j e c tiv e s of
middle school teaching s t a f f ' s i n s e r v i c e .
Implications
As the number of middle schools increases y e a r l y , new pro­
grams a re being developed, and t h e r e appears to be a need fo r the
r e t r a i n i n g o f the e x i s t i n g teaching s t a f f s .

With d e clin in g student

enrollment i t seems t h a t most teaching s t a f f s w i l l remain s t a t i c .
Some teach ers might be moved in from b u ild in gs which are closed.
I f a middle school gains some teachers involved in o t h e r grade
l e v e l s , thes e t e a c h e r s , new to the middle sc hool, will need
i n s e r v ic e t r a i n i n g .

This would be an a p p ro p r ia te time to use the

eighteen middle school c h a r a c t e r i s t i c s and the sixty-two item
q u e stio n n a ir e as p a r t o f the r e t r a i n i n g process.
I f the p ri n c i p a l i s the educational lead er then i t seems
imperative t h a t t h i s person have a thorough understanding o f the
eighteen middle school c h a r a c t e r i s t i c s and how they might be
implemented.

Also of importance i s how the p r i n c i p a l can motivate

the s t a f f in the study o f thes e c h a r a c t e r i s t i c s and t h e i r p r a c t ic a l
a p p li c a t io n in the teaching lea rn ing s i t u a t i o n .

79
The Middle School Questionnaire o f sixty-tw o items could
be used to ev alu ate a middle school program.

The r e s u l t s o f the

Middle School Questionnaire would be useful in developing an e f f e c ­
t i v e middle school program.

These r e s u l t s could a ls o be a b a sis f o r

tea che r i n s e r v ic e .
Recommendations f o r Further Study
The recommendations fo r f u tu r e study are as follows:
1.

This study should be r e p l i c a t e d using both middle school

and j u n i o r high schools.
2.

Although t h i s study included a small sample, the r e s u l t s

could be a ff e c t e d p o s i t i v e l y with a l a r g e r sample.
3.

I t would be i n t e r e s t i n g to r e p l i c a t e t h i s study, but

with the a dd itio n o f inputs from middle school p r i n c i p a l s .

A com­

parison could be made o f teach er perceptions and p r i n c i p a l percep­
tions.
4.

I t appears in t h i s study t h a t a personal presenta ti on

gives teachers a g r e a t e r degree of involvement.

The s t a f f s who

attended t h i s personal pr e s e n ta tio n had a l a r g e r number of responses
than those who responded by mail, and also included more w r i t t e n
comments on t h e i r q u e s t io n n a ir e s .

Therefore, i t i s recommended t h a t

the study be r e p l i c a t e d using the personal p r e s e n ta tio n only.
R eflections
When I s t a r t e d teaching in a middle school p i l o t program
in Lansing, I knew t h a t I was capable of teaching a s i x t h grade
class.

However, I was unsure how I would f i t in to a middle school

80
program.

I was not too c e r t a i n what a t o t a l middle school program

might in clud e.

I had some idea t h a t my c l a s s would be e s s e n t i a l l y

s e l f contained with some shared e l e c t i v e c l a s s e s with th e o th e r
s i x t h grade t e a c h e r and e l e c t i v e t e a c h e r s .

We began working a t

implementing a middle school program which was developed by d i r e c ­
t i o n o f a middle school committee, l a t e r under the d i r e c t i o n of
the p r i n c i p a l and a s s i s t a n t p r i n c i p a l .
During t h i s period I had s tu d ie d th e eig hteen middle school
characteristics.
p ilo t project.

This study occurred during my second y e a r o f the
At th e same time I was taking courses about the

middle school program.

From t h e s e two y e a r s o f teaching a t a middle

school p i l o t p r o j e c t , I f e l t t h a t I needed to be more knowledgeable
about th e middle scho ols.

Next I a p p lie d f o r a s a b b a tic a l leave to

a tt e n d Michigan S t a t e U n ive rsity and work toward the d o c t o r a t e .
Much o f my program involved curriculum s t u d i e s , with emphasis on
middle schools.
My d e cisio n to w r i t e about middle schools was slowly taking
shape, and e v e n t u a l l y middle schools became the t o p i c o f my d i s s e r ­
tation.

However, one thought t h a t did occur t o me was the f a c t

t h a t the t e a c h e r was most important in any classroom.

This was

the person who managed and d i r e c t e d the growth and development of
students.

The te a c h e r s could have a g r e a t i n f lu e n c e upon s t u d e n ts .

This thought was e s p e c i a l l y important f o r middle school stu d e n ts
who were in a very d i f f i c u l t period of l i f e , t h a t o f a t r a n s e s c e n t
y outh, age 10-14.

81
In order to resolve t h i s thought about the importance of
the teach er in a middle school program, my de cision was to use the
Middle School Survey Instrument.

I f e l t t h a t t h i s instrument might

be useful in a s s i s t i n g teachers to become more knowledgeable about
t h e i r middle school program, and the tea che rs would be b e t t e r able
to a s s i s t middle school students .
The a d m i n i s t r a t o r in a middle school would have the teaching
s t a f f respond to the sixty-two item survey.
could be t a l l i e d .

The frequency responses

This would show are as t h a t needed improvement,

perhaps through teach er in s e r v ic e .
In a d dition to the completed Middle School Questionnaire,
the responding teachers wrote some comments worthy o f f u r t h e r d i s ­
cussion.

All o f the comments are l i s t e d in Appendix D.
Comment #30 says, " I t depends on what happens now t h a t I

have spent a l l t h i s time f i l l i n g i t o u t . "

This teach er is saying

t h a t some a ction s should follow t h i s survey which i s being d ir e c te d
toward the a d m i n i s t r a t o r .
t h a t middle school.

Apparently, something had to be done a t

Others teachers from the same school made com­

ments agreeing with the quoted comment.
Other comments showed the lack o f knowledge about the middle
school program.

These comments were as follows:

"Check with the

a d m i n i s t r a t o r ," "Check with the l i b r a r i a n , " or "I d o n 't know" or
"We d o n 't have a m a te r ia ls c e n t e r , " y e t we were seated in the
m a te r ia ls c e n t e r answering the surveys!

82
Another teacher from a d i f f e r e n t school asked "What are
oratorial a ctivities?"

I answered speech, debate or r e l a t e d

activities.
Another comment was as follows:

"Can you name one of the

18 M S C t h a t are not good c h a r a c t e r i s t i c s f o r any school?"

Appar­

e n tl y t h i s te a c h e r f a i l e d to r e a l i z e the uniqueness o f a middle
school program as d i f f e r e n t from the elementary and se n io r high
schools.
These comments and others gave me some i n s i g h t s as to the
lack of understanding o f what a middle school was.

APPENDICES

APPENDIX A
LETTERS TO MIDDLE SCHOOL STAFFS

84

MICHIGAN STATE UNIVERSITY
COLLEGE OF EDUCATION

EAST LANSING ‘ MICHIGAN • 48824

DEPARTMENT OF ADMINISTRATION AND HIGHER EDUCATION
ERICKSON HALL

September 30, 1978

Dear Administrator:
Your middle school i s in v it e d to be p a r t o f a middle school study.
The purpose of the study is to determine the teaching s t a f f s '
perceptions o f eighteen middle school c h a r a c t e r i s t i c s which might
be p a r t o f t h e i r middle school program.
This study w ill attempt to answer the following:
1.

Are the s t a f f members aware t h a t the eighteen
middle school c h a r a c t e r i s t i c s might be useful
in the development of t h e i r middle school
program?

2.

What a re the teaching s t a f f ' s perceptions of
t h e i r middle school program?

A survey form w ill be presented to your teaching s t a f f . The time
needed to explain and complete t h i s survey form will be between 25
t o 40 minutes. The responses w ill be compiled. The r e s u l t s will
be shared with your s t a f f as soon as the a n a ly sis o f the data is
completed.
I w ill telephone you and arrange a date f o r the p r e s e n ta tio n of
the survey.
Your cooperation i s g r e a t l y a p p re cia te d .
R e sp e ctfu lly ,

William Wah

85

MICHIGAN STATE UNIVERSITY
COLLEGE OF EDUCATION

EAST LANSING • MICHIGAN • 48824

DEPARTMENT OF ADMINISTRATION AND HIGHER EDUCATION
ERICKSON HALL

November 30, 1978

Dear Administrator:
Thank you very much f o r the time your s t a f f has spent on the
Middle School Questionnaire.
Kindly r e tu r n any ad d ition al q u e stion n a ire s which have been com'
p leted in the stamped envelope.
The e a r l i e r q u e stio n n a ir e s have been tabulated and some r e s u l t s
w ill be forthcoming.
R e sp ectfully ,

William Wah
Enclosure

86

APPENDIX B
MIDDLE SCHOOL QUESTIONNAIRE
(Numerical values are assigned to each response
in p a r t s I , I I , and I I I , however, these
numerical values w ill not be included on
copies presented to the respo ndents.)

87

MIDDLE SCHOOL QUESTIONNAIRE
Part I. Please place a check mark before the answer that seems best to explain
your current school program as 1t relates to the question or statement.
1-A. Continuous progress programs
are:
0

2-A. Continuous progress programs
are planned for a student
over a span of:

not used at this time.

1 used only with special groups.
2 used only for the first two
years.

1

one calendar year.

2

two calendar years.

3

three calendar years.

3

used only by some students for
all their years at this school.

4

more than three calendar
years.

4

used by all of the students for
their entire program.

0

none

3-B. The multi-textbook approach
to learning is currently:
3

used in all or nearly all of
your courses.

2

used in most of your courses.

1

used 1n a few of your courses.

0

not used 1n any of your courses.

5-B. The materials center has a
paid staff of:

4-B. The instructional materials
center in the building
houses:
4

more than 5000 books.

3

between 4000 and 5000 books.

2

between 3000 and 4000 books.

1

between 2000 and 3000 books.

1

between 1000 and 2000 books.

0

less than 1000 books.

6-B. For classroom instruction,
audio visual materials
other than motion pictures
are used:

3

more than one certified
librarian.

2

one certified librarian.

1

a part-time librarian.

4

very frequently by you.

0

no certified librarian help.

3

occasionally by you.

1

very rarely by you.

7-C. The basic time block used to
build the schedule Is:
3

a ten to twenty minute module.

2

a thirty minute module.

1

a forty*five minute module.

4

a combination of time so
diversified of time so no
basic module is defined.

0

a sixty minute module.

88

89

Part 1, page 2
8-C. Which of the below best describes your present schedule:
0

traditional.

1

traditional, modified by "blocktime," “revolving period," or
other such regularly occurring
modifications.

9-D. Sponsorships for club
activities are handled
by you, who:
1

is assigned sponsorships
without additional apy.

2

1s paid to assume club
sponsorships as assigned.

2

flexible to the degree that all
periods are scheduled but are
not identical in length.

3

volunteered to sponsor
club activities without
pay.

3

flexible to the degree than
changes occur within defined
general time limits.

4

is paid for sponsorship
that I volunteered to
assume.

4

flexible to the degree that stu­
dents and teachers control the
daily time usage and changes
occur regularly.

0

did not work with club
activities this year.

10-D. At present approximately what
percent of your student body
regularly participates In at
least one club activity?
0

none as we have no club program.

1

25 percent or less.

2

25 to 50 percent.

3

50 to 75 percent.

4

75 to 100 percent.

12-F. Inter-scholastic competition is
currently:

11-E. The physical education
program Is:
3

highly Individualized.

2

moderately individualized.

1

slightly Individualized.

0

not individualized at all.

13-F. Intramural activities often
use the same facilities as
Inter-scholastic activi­
ties. When this causes a
time conflict, how is it
scheduled?
0

this does not happen because
we have no intramural pro­
gram.

4

we have no Interscholastic
program.

4

Intramural activities take
firs t priority and others
schedule around their needs.

0

interscholastic activities
take first priority and
others must schedule
around their needs.

4 not offered at this school.
1 offered in two sports.
0 offered in several sports.
0 offered in one sport.
14-G. Team teaching programs operate
for:
4

all students.

3

nearly all students.

2

about half of the students.

1

only a few of the students.

0

none of the students.

90

Part I, page 3
15-G. Wbat percentage of your teaching
time 1s Involved in the team
teaching program?
4

over 90%.

3 between 60S and 90%.

16-G. A student 1n grades five or
six averages about how many
minutes per day In a team
teaching program?
4 180 minutes or more.
3 between 130 and 180 minutes.

2 between 30% and 60%.
1

less than 30%.

0

none.

17-G. A student In grades seven or
eight averages about how many
minutes per day 1n a team
taught situation?
4

180 minutes or more.

3

130 to 180 minutes.

2

90 to 130 minutes.

1

40 to 90 minutes.

0

less than 40 minutes.

19-1. Instruction in art 1s required
for all students for:
1

one year.

2

two years.

2

three years.

2

four years.

0

not at a l l .

20-1. Instruction 1n music is
required:

2 between 90 and 130 minutes.
1 between 40 and 90 minutes.
0 less than 40 minutes.
18-H. Which of the following best
describes your school pro­
gram as 1t evolves from
enrollment to completion of
the last grade (i.e. grades
five through eight)?
0 completely self-contained
program for the entire
grade span.
0

completely departmentalized
for the entire grade span.

1 modified departmentalized
program (block-time, core
program, and etc.)
3

program moves from largely
self-contained to depart­
mentalized.

4

program moves from largely
self-contained to partially
departmentalized.

21-1. The amount of student
schedule time set aside for
elective courses students
may select:

1

for one year.

2

for two years.

0 decreases with each
successive grade.

2

for three years.

0

1s the same for all grades.

2

for four years.

3

0

not at all.

Increases with each
successive grade.

2

varies by grade level but
not 1n any systematic manner.

0

does not exist at any grade
level.

91

Part I, page 4
22-J . Guidance services are available
upon request for:
4 all students every day.

23-J . Guidance staff members:
4

always work closely with
the teachers concerning a
student.

3

often work coosely with the
teachers concerning a student.

1

seldom Involve the teachers
in their work with the
students.

0

always work Independently
of the teachers.

3 all students nearly every day.
2

most of the students on a
regular basis.

1

a limited number of students
on a limited basis.

24-J. Guidance counselors are:
0

not expected to help teachers
build their guidance skills.

1

expected to help teachers
build their guidance skills.

3

expected to help teachers build
their guidance skills and they
are regularly encouraged to
work in this area.

26-L. The amount of time provided in
the classroom for Instruction
in basic learning skills:

25-L. Clinics or special classes
to treat the problems of
students with poor basic
learning skills are:
0

not available at this time.

4

available to all students
needing such help.

2

available only to the most
critically handicapped
learners.

0

Increases with each successive
grade.

0

remains constant with each
successive grade.

0

no official student school
paper.

2

decreases with each successive
grade.

1

4

varies greatly due to the Indi­
vidualized program teachers
operate.

an official student school
paper that publishes no more
than four issues per year.

3

an official school paper
that publishes five or more
issues per year.

28-M. Concerning school dramatic
activities, most students:
0

do not get experiences in
creative dramatics while
enrolled 1n this building.

4

get at least one or two oppor­
tunities to use their acting
skills while enrolled 1n the
building.

27-M. Concerning a school news­
paper, our school has:

29-H. Dramatic productions at this
school are produced from:
1

purchased scripts only.

3

materials written by
students only.

4

materials written by stu­
dents and purchased scripts.

92

Part I, page 5
30-M. Oratorlal activities such as
debate, public address, etc.
are offered:

31-M. Talent shows are:
0

not a part of our program.

4

as a part of our planned program
of Instruction.

3

produced by students at
each grade level.

3

as a part of the enrichment
program.

2

produced once a year on
an all-school basis.

4

produced at each grade
level with some of the acts
entering an all-school
talent show.

0 not part of school activities.
32-N. In the operational design of
your school the role of the
teacher as a guidance person 1s:
4

given a very strong emphasis.

3

encouraged.

2

mentioned to the staff but not
emphasized.

0

left strictly to the individual
teacher's personal motivation.

0

not important in our guidance
operational plan and thus not
encouraged.

33-N. As a general policy, in the
teacher-pupil relationship:
0

no formal provisions are
made for the teacher to
provide specific guidance
services.

4

teachers are expected to
provide guidance services
for all their pupils.

2
'

teachers are expected to
provide guidance services
to only a limited number of
pupils.

34-0. A student's academic progress is
formally reported to parents:
1

two times per year.

2

four times per year.

1

six times per year.

36-P. Conrtunity service projects by
the students are:
0

not part of our program.

2

carried out occasionally for
a special purpose.

4

an important part of the planned
experience for all students
while enrolled in this school.

35-0. Parent-teacher or parentteacher-student conferences
are held on a school-wide
basis:
0 not at a ll.
1 once per year.
2

twice per year.

3

three times per year.

4

four times per year.

4

five or more times per

37-P. This school currently has:
1

a parent's organization that is relatively inactive.

2

a parent's organization that is active.

3

a parent's organization that is very active.

0

no parent's organization.

year.

93

PART II.

FOR EACH QUESTION IN THIS SECTION CHECK ALL THE ANSWERS THAT APPLY.

38-B. Which of the following types of
materials are housed In your
Instructlonsl materials center?
general library books.

39-B. Which of the following types
of materials are housed in
your Instructional materials
center?
filmstrips.

current newspapers.

collections (coins, art, etc.}

below grade level reading
materials.

motion pictures (include this
If you are a member of a
central service).

current magazines.
files of past Issues of news­
papers.

microfilms.
overhead transparencies.

above grade level reading
materials.

phonograph records.

card catalog of materials housed.

ditto and/or mlmeo machines.

student publications.

photo or thermal copy
machines.

files of past Issues of
magazines.
maps, globes, and charts.
40-C The master class time schedule
can be changed by teachers as
need arises by:
planning with other teachers
on a dally basis.
planning with other teachers
on a weekly basis.

display cases or areas.
41-D. School dances are held for
*

grade give

*

grade six.

*

grade seven.

*

grade eight.

42-D. A club program for students
Is offered for:

2

seeking administrative approval.

1

requesting a change for next
semester.

grade six.

requesting a change for next year.

grade seven.

grade five.

43-F. The intramural program Includes:

1

team games.

1

Individual sports,

1

various club activities.

•One point
for each iter
not checked.-

grade eight.
44-1. Students are allowed to elect
courses of interest from a
range of elective offerings:
1

1n grade five.

1

1n grade six.

1

1n grade seven.

1

in grade eight.

0

not at a l l.

94

Part II, page 2
45-1. Electives currently offered 1n
this building are:
art

orchestra

band

wood shop

vocal music

speech

drawing

typing

drama

journalism

natural
resources

unified
arts

foreign
language

family
living

creative
writing

career
education

48-L. 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 pro­
vided by special staff members
trained to treat such situations.
J
1
J

reading______ _1_ mathematics
spelling

1

grammar

physical education

50-0. Formal evaluation of students'
work is reported by use of:
1
2

a standard report card with
letter grades.
teacher comments, written on a
reporting form.

46-K. How much time would you
estimate the average stu­
dent spends 1n Independent
study for each grade listed
below?
*

minutes per day 1n grade five.

*

minutes per day in grade six.

*

minutes per day 1n grade seven.

*

minutes per day 1n grade eight.

47-K. Students working In Indepen­
dent study situations work
on topics that are:
0

we have no independent study
program.

1

assigned to them by the
teacher.

2

of personal interest and
approved by the teacher,

2

of personal interest and
unrelated to classroom work.

49-M. Dramatic presentations by
students are:
0

not part of the school program.

1 a part of the activities pro­
gram.
1

a part of certain class activi­
ties planned by the teachers.

51-P. The staff presents Informa­
tional programs related to
the school's functions:

3

parent-teacher conferences.

1 when requested by the parents.

1

standard report card with
number grades.

1 once or twice a year at
regular parents' meetings.

4

parent-teacher-student
conferences.

1 at open house programs.

other
♦One point for each of the first two 1f
over 20 minutes. One point for each of
the last two if over 30 minutes.

1 at regular scheduled "seminar
type" meetings planned for
Interested parents.
other_________________ _

95

Part II, page 3
52-P. In regards to comnunlty relations
this school currently:

53-Q. From the specialized areas
listed below, check each
service which is available
to students in your building.
Note that a service need not
be housed within the school
building to be available to
your students.

0

does not send out a parents'
newsletter.

1

sends out a parents' newsletter
when need arises.

2

sends out a parents' newsletter
on a scheduled basis.

1 guidance counselors.

1

uses a district-wide newsletter
to send out Information related
to this school.

1 school psychologist.

_]

uses the conrnercial newspaper.
other______________________

54-R. From the following lis t check
those types of auxiliary helpers
available in your building:
1

paid para-professional s.

1

volunteer helpers from the
community.

1

volunteer helpers from the
student body.

1

student teachers and interns.
high school "future teachers"
students.
o t h e r ________________

1 school nurse.
1 visiting teacher.
1 speech therapist.
1

diagnostician.

1

clinic services for the
emotionally disturbed.

1

special education progress
for the mentally handi­
capped.

1

reading specialist.
others__________________

55-R. Teaching teams are organized
to include:
1

fully certified teachers.

1 para-professional s.
1

clerical helpers.

0

student teachers.
other____________

96

PART III.

FOR EACH QUESTION IN THIS SECTION PLEASE CHECK THE BOX OR BOXES
THAT BEST DESCRIBE VOUR PROGRAM.

56-0. School social functions are held at this school:
During the afternoon

During the evening

Grade five

2

1

Grade six

2

1

Grade seven

2

1

Grade eight

2

1

S7-E. The physical education program serves:
All
Students

Some
Students

All
Students

Grade five

4

1

0

Grade six

4

1

0

Grade seven

4

1

0

Grade eight

4

1

0

58-E. What degree of emphasis does the physical education program give to
the competitive and developmental aspects of the programs for boys
and girls?
Girl s

Boys
Competitive
Aspects

Developmental
Aspects

High

0

High

0

Medium

2

Medium

2

Low

4

Low

4

High

4

High

4

Medium

3

Medium

3

Low

0

Low

0

97

Part III, page 2
59-F. Intramural activities are scheduled for:
All
Students

Boys
Only

Girls
Only

No
Students

Grade five

4

1

1

0

Grade six

4

1

1

0

Grade seven

4

1

1

0

Grade eight

4

1

1

0

60-J . How do your guidance counselors handle group guidance sessions?
Regular Sessions
Several Times
Per Year

Special Sessions
Only

None

Grade five

4

1

0

Grade six

4

1

0

Grade seven

4

1

0

Grade eight

4

1

0

98

Part III, page 3
61-K. Independent study opportunities are provided for:
All
Students

Some
Students

NO
Students

Regular Class
Time

4

2

0

Time Scheduled
for Independent
Study

4

2

0

62-L. Dally instruction 1n a developmental reading program 1s provided for:
All
Students

Some
Students

No
Students

Grade five

4

2

0

Grade six

4

2

0

Grade seven

4

2

0

Grade eight

4

2

0

99

PART IV. STAFF DESCRIPTIVE SURVEY
DIRECTIONS: Please place a check mark or a number on the blank I1ne(s) that
best applies to your present teaching and past teaching exper­
iences.
1. I have taught 1n a middle school situation f o r ______ years.
2. My total certificated teaching experiences (all levels and grades)
Includes
years.
3. I was assigned to this middle school by my choice.

YES

NO

4. I like teaching 1n a middle school because
a.

1t has a large number of alternatives 1n the curriculum for
students.

b.

1t means the development from dependency to independency for
students.

c.

of
the large
number of educational experiences, as part of the
curriculum, available for all students, and/or

d,

the learning process can be adapted suitably to the needs of
adolescent youth ages 10-14 years.

5. 1 like teaching at a middle school.

YES

NO

6. Does the Instrument Middle School Questionnaire help you In evaluating
your middle school program? ___YES __NO
7. Were you aware that the eighteen middle school characteristics, upon
which the Middle School Questionnaire is based, might be useful in
developing an effective middle school program?
YES
NO

APPENDIX C
MIDDLE SCHOOL CHARACTERISTICS

TOO

MIDDLE SCHOOL CHARACTERISTICS

A.

Continuous Pro gress: The middle school program should f e a t u r e
a nongraded o rganization t h a t allows stu de nts to progress a t
t h e i r own individual r a t e reg a rd less of chronological age.

B.

Multi-Material Approach; The middle school program should
o f f e r to students a wide range o f e a s i l y a c c e s s i b l e i n s t r u c ­
tio na l m a t e r i a l s . Classroom a c t i v i t i e s should be planned
around a m u lti-m ateri al approach r a t h e r than a basic textbook
o rgan izatio n.

C.

Fle x ib le Schedules;
The middle school should provide a schedule
t h a t encourages the investment o f time based on educational
needs r a t h e r than sta nd ardized time periods. The schedule
should be employed as a teaching aid r a t h e r than a control
device.

D.

Social Experiences: The middle school program should provide
so cial experiences a pp rop ria te f o r the tr a n s e s c e n t youth and
should not emulate th e social experiences of the se n io r high
sc h o ol.

E. Physical Experiences: The middle school c u r r i c u l a r and coc u r r i c u l a r programs should provide physical a c t i v i t i e s based
s o l e l y upon the needs o f the stu d e n ts . A broad range o f
intramural experiences t h a t provide physical a c t i v i t y f o r a l l
students should be provided to supplement the physical educa­
t io n c l a s s e s , which should c e n t e r t h e i r a c t i v i t y upon helping
students understand and use t h e i r own bodies.
F.

Intramural A c t i v i t i e s ; The middle school should f e a t u r e i n t r a ­
mural a c t i v i t i e s r a t h e r than i n t e r s c h o l a s t i c a c t i v i t i e s .

G.

Team Teaching; The middle school program should be organized
in p a r t around team teaching p a t t e r n s t h a t allow students to
i n t e r a c t with a v a r i e t y o f teachers in a wide range of s u b j e c t
a re as .

H. Planned Gradualism; The middle school should provide e xp eriences t h a t a s s i s t e a r l y adolesc ents in making the t r a n s i t i o n
from childhood dependence to a d u l t independence, thereby help­
ing them to bridge the gap between elementary school and se n io r
high school.

101

102

I.

Exploratory and Enrichment S t u d i e s : The middle school program
should be broad enough to meet the individual i n t e r e s t s of the
students f o r which i t was designed. I t should widen the range
o f educational t r a i n i n g a stu d e n t experiences r a t h e r than
s p e c i a l i z e his t r a i n i n g . E le ctive courses should be a p a r t of
the program o f every student during h is years in the middle
sc h o o l.

J.

Guidance S e r v i c e s : The middle school program should include
both group and individual guidance s e r v ic e s for a l l stu de n ts .

K.

Independent Study: The middle school program should provide an
opportunity f o r students to spend time studying individual
i n t e r e s t s or needs t h a t do not appear in the organized c u r r i c u ­
la r offerings.

L.

Basic Sk ill Repair and Extension: The middle school program
should provide o p p o r t u n it i e s f o r students to receive c l i n i c a l
help in b a sic lea rning s k i l l s . The b asic education program
fo s t e re d in the elementary school should be extended in the
middle school.

M.

Cre ativ e Experiences: The middle school program should include
o p p o r t u n it i e s f o r st ud en ts to express themselves in c r e a t i v e
manners. Student newspaper, student dramatic c r e a t i o n s , s t u ­
dent o r a t o r i c a l c r e a t i o n s , musical programs, and o ther stu de n tc en tere d , s t u d e n t - d i r e c t e d , student-developed a c t i v i t i e s should
be encouraged.

N.

Se c urity F a c to r : The middle school program should provide every
stu d e n t with a s e c u r i t y group: a teacher who knows him well
and whom he r e l a t e s to in a p o s i t i v e manner; a peer group t h a t
meets r e g u l a r ly and rep re se n ts more than a d m i n i s t r a t iv e con­
venience in i t s use o f time.

0.

Eva!uation: The middle school program should provide an evalu­
a ti o n o f a s t u d e n t ' s work t h a t is personal, p o s i t i v e in n a tu r e ,
nont hreatening and s t r i c t l y in d iv i d u a li z e d . P a r e n t- te a c h e r stu d e n t conferences on a scheduled and unscheduled b a sis should
be the basic rep o rtin g method. Competitive l e t t e r grade evalu­
a ti o n s forms should be replaced with open and honest pu p ilt e a c h e r - p a r e n t communications.

P.

Commun i ty Rela t i o n s: The middle school should develop and
maintain a varied program o f community r e l a t i o n s . Programs
to inform, to e n t e r t a i n , to educate, and to understand the
community as well as o th er a c t i v i t i e s should be a p a r t o f
the b asic ope ration o f the school.

103
Q. Student S e r v i c e s : The middle school
spectrum o f sp e c i a li z e d s e rv ice s f o r
county, and s t a t e agencies should be
range o f s p e c i a l i s t s to i t s bro adest

should provide a broad
s t u d e n ts . Community,
u t i l i z e d to expand the
p o s s ib le e x te n t.

R. Auxiliary S t a f f i n g : The middle school
d i v e r s i f i e d arr ay o f personnel such as
teach er a i d e s , c l e r i c a l a id e s , student
s i m i l a r types o f support s t a f f i n g t h a t
the teaching s t a f f .

should u t i l i z e a highly
vo lu n te er p a re n ts,
v o l u n te e r s , and o th er
help to f a c i l i t a t e

APPENDIX D
TEACHER COMMENTS ON MIDDLE
SCHOOL QUESTIONNAIRE

104

TEACHER COMMENTS ON MIDDLE SCHOOL QUESTIONNAIRE

1.

Guidance counselor (respondents p o sitio n )

2.

"What a re thes e o r a t o r i a l a c t i v i t i e s " (o r a l)

3.

PTA (about community r e l a t i o n s )

4.

Very l i t t l e in a u x i l i a r y he lper because o f finances

5.

Not used ( r e f e r e n c e to so c ial a f t e r school a c t i v i t y )

6.

Mid marking period evaluation no grades

7.

Special ed. (about te a c h e r i d e n t i f y i n g own p o sitio n)

8.

Not a t a l l needed

9.

I do l i k e i t (about P a r t IV, #5)

10.

In the classroom, from my teaching (language course)

11.

Can you name one o f the 18 MSC t h a t are not good c h a r a c t e r i s t i c s
f o r any school? (about Pa rt IV, #7)

12.

In l i e u o f ( r e g u l a r c l a s s time, about independent study)

13.

academic (added to program) (about team teaching)

14.

Meaningless question (about P a r t IV, #7)

15.

Unclear (about d e scrib ing school program and about tea ch e r
e xpecta tions f o r use of guidance counselors)

16.

We d o n ' t have a material c e n t e r .

17.

A word is missing a p pare ntly.

18.

I d o n ' t know (used several times)

19.

Incapable o f helping teachers ( referen ce to guidance counselors)

20.

Library (material c e n t e r crossed out)

21.

We have req u ired e l e c t i v e s .

105

106

22.

Computer (concerning formal ev aluatio n)

23.

What instrument do you mean?

24.

Teacher p ers pectiv e

25.

Written comments computerized (about ev aluation)

26.

Performance o b j e c tiv e s (about ev aluatio n)

27.

P a r t o f an English c l a s s u n if ie d ( o r a t o r i a l a c t i v i t i e s )

28.

Not held (about school dances)

29.

I n d u s t r i a l (put in place o f u n i f ie d a r t s )

30.

I t depends on what happens now t h a t I have spent a l l t h i s time
f i l l i n g i t out ( refe ren c e to P a r t IV, #6)

31.

Open to tea ch e r d e s c r e t io n (about clubs)

32.

Clubs, many clubs (about a f t e r school a c t i v i t i e s )

33.

In team (about school program)

34.

Math only (about continuous progress)

35.

Physical Education ( s e l f i d e n t i f i c a t i o n )

36.

Check with l i b r a r i a n (about number o f books)

37.

Check with a d m i n i s t r a t o r s (about the s t a f f and team teaching)

38.

Non ( t r a d i t i o n a l ) super program (about scheduling)

39.

Communicates necessary information (about community r e l a t i o n s )

40.

See reading s p e c i a l i s t (about d a i l y reading program)

(about P a r t IV, #7)

BIBLIOGRAPHY

BIBLIOGRAPHY

Books
Alexander, William M., e t a l . The Emergent Middle School.
Holt, Rinehart, and Winston, I n c . , 1968.

New York:

DeVita, Joseph C., e t a l . The E f fe c tiv e Middle School. West Nyack,
N.Y.: Parker Publishing Company, 1970.
Eichhorn, Donald H. The Middle School. New York:
Applied Research in Education, I n c . , 1966.
Grooms, M. Ann. Pe rsp ectives on the Middle School.
Charles E. Merrill Books, 1967.

The Center for
Columbus, Ohio:

Gruhn, William T ., and Douglass, Karl R. The Modern Junior High
School. New York: Ronald Press , 1971.
Hansen, John, and Hearn, Arthur. The Middle School Program.
Chicago: Rand McNally and Company, 1971.
Howard, Alvin, and Stoumbis, George. Jun ior High School and Middle
School: Issues and P r a c t i c e s . Scranton, Pa.: I n te r n a tio n a l
Textbook Company, 1970.
Kindred, L e s lie W. The Intermediate School.
Pre n tic e Hall, I n c . , 1968.

Englewood C l i f f s , N .J .:

Moss, Theodore C. Middle School.
Company, 1969.

Houghton Mifflin

New York:

Overly, Donald E., e t a l . The Middle School: Humanizing Education
f o r Youth. Worthington, Ohio: Charles S. Jones Publishing
Company, 1972.
Popper, Samuel. The American Middle School.
B laisd e ll Publishing Company, 1967.

Waltham, Mass.:

Romano, Louis G., e t a l . , eds. The Middle School: Selected Readings
on the Emerging School Program. Chicago: Nelson-Hall
Company, 1973.

108

109

Stoumbis, Goerge, ahd Howard, Alvin, eds.
Years: Readings. Scranton, Pa.:
Company, 1969.

Schools f o r the Middle
I n t e r n a ti o n a l Textbook

P e r i o d ic a l s
Alexander, William M. "How Fares the Middle School Movement?"
Middle School Journal 9 (August 1978): 3, 19-21.
________ . "The Ju nior High School:
A Changing View." National
Association of Secondary School P r i n c ip a ls B u l le t in 48
(March 1964): 15-18.
________ . "Middle School Movement."
1968): 117-120.

Theory and P ra c t i c e 7 (June

. "Schools f o r the Middle Years."
23 (December 1965): 217-223.

Educational Leadership

________ . "What Has Happened to the Middle Schools?" National
Association of Secondary School P r i n c ip a ls B u l le t in 55
(May 1971): 135-14.
Alexander, William M., and Williams, Emmett L. "Schools f o r the
Middle School Years." Educational Leadership 23 (December
1965): 217-223.
Alexander, William M., and Kealy, Ronald P. "From Ju nior High
School to Middle School." The High School Journal 53
(December 1969): 1-5.
Atkins, Neil P. "Rethinking Education in the Middle."
P ra c t i c e 7 (June 1968): 118-119.

Theory Into

B a te z e l, George W. "The Middle School Philosophy, Programs, and
Organization." Clearing House 42 (April 1968): 1-4.
Baughman, M. Dale. "Joy in the Ju n i o r High and Middle Schools."
National Association o f Secondary School P r i n c ip a ls
B u l le t in 57 (May 1973): 51-59.
B i l l i n g s , Ronald L. "Musts f o r a Middle
49 (April 1976): 337-339.
Brown,

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