Perception of 1st Year High School Students Towards K+12 Program

The Random sampling drawn, in suburban, middle to high class residential environment. Random sampling has to be equal in the participant’s culture and environment and educational status. The method was public school and ethnicity/racial mixed however the ethnic was 70% non-Hispanic White 7% Black and 19% Hispanic in the ending of the eighth grade. The 26 families randomly selected was not even of racial approximates. one or two parents interviewed. The successfulness of the students’ transition was evaluated in terms of their final grades as well as the number of credits earned

During the school visit, many of the teachers expressed the high expectations they have not only for the students, but for themselves also. They used methods and resources, which engage students’ interest and accelerate their progress as well. Students are provided with interesting tasks and activities, which stimulate higher order thinking skills. The relationships are excellent and students respond to their teachers as well. As far as assessment, students of all abilities are addressed equable along with self-assessment and peer group assessment. The teachers are pleased with their strong curriculum, therefore; they are successful in motivating students and developing their independent learning and personal qualities. In addition, the quality of leadership and management is outstanding. The principal has distributed leadership responsibilities effectively throughout the staff; consequently, there is effective teamwork in within the school activities and staff turnover is

The study design included a sample of 80 high schools and 52 middle schools with an unequal probability of selection, ensuring representativeness with regard to region of country, urban city, school size, school type, and ethnicity. The sample has been followed through adolescence and early adulthood (with ongoing data collection). More than 20,000 students participated in the first wave of data between years 1994 and 1995.1 Approximately 15,700

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

Internal validity of this study included data collection process and student personal interest in education. For example, students may have scored in exam because they concern about their own education. Reliability of this study instrument has not been tested. This is the first time this group will have this survey. There is no former survey to use as a standard to see if there are many changes.

All children need a safe place to be after school with caring, responsible adults and engaging activities that connect each child to his/her school, family and community. One method to provide this is through an after-school program. After school programs are any organized program, which invites children to participate in the traditional school day. In Lynda Barry´s essay, “The Sanctuary of School”, the author describes how the school helped her feel in a better environment since his parents had many problems and did not pay enough attention to her. Yes, Barry´s assessment of after-school programs is accurate. They are very important to children because from a social aspect it helps the children develop relationships, get them out of their comfort zones to try new things, meet new people, and overall improve on their general outlook on situations they may not have engaged on their own.

When talking about academics, the general subjects, such as science, English, social studies/history, and math will be taught. The school day will begin around 9:00 am and end at 3:45 pm. The ages that will be attending this school are from ages five to eighteen. Students will be put

The framework for the proposed study is based on the educational research related to middle school transition. The literature review is divided into four sections. The first section analyzes the research literature on the psycho-social effects of middle school. The second section highlights the environmental effects of the middle school. The third section describes the achievement of students as they transition into the middle school configurations, and the final section lays out a conceptual framework that the researcher has developed to examine the factors to consider in choosing the best configuration for sixth graders in the county.

After-school programs have proven to have positive effects on social and emotional development. The benefits are protection and opportunities for enrichment, socialization, and acculturation. Also, after-school programs help to increase educational attainment. This is important when only about 20% of learning happens in the classroom. After-school programs provide activities such as art, sports, recreation and educational enrichment. It also allows children to form relationships with peers and adults. Another benefit of after-school programs that it encourages the development of identity and personal exploration (Greenberg, 2014, pp 243-251).

In the introduction of this article, the author should create a foundation for his argument and state both sides of the argument. The author is able to that in his introduction. In his first paragraph, he states that there are “two different opinions” on whether school is the primary influence of

, we interviewed 165 students. 79% of the students were in ninth grade as Freshman, 8% were in tenth grade, 10% were in eleventh grade, and 4% were in twelfth grade as seniors. The participants were made up of 58% male

“A middle school is a school organization containing grades six to eight that, first provides developmentally appropriate and responsive curricular, instructional, organizational, guidance, and overall educational experiences; and second, places major emphasis on 10-15 year olds’ developmental and instructional needs” (Teaching in the Middle School, 6). The researcher has a great point for the fact that a middle school should be focus on the needs of diverse young adolescents. All young adolescents are in a special time in their lives that require extra guidance during this crazy change. Middle school students test out the boundaries and want to learn about new activities and interests during this stage. It takes a special person who wants to teach these diverse students who need the extra support from their teachers to show them what’s out there for them and to introduce them to new things.

The Middle School years reflect on the child falling into patterns of certain behaviors and habits. This is the age where students will begin to form their study habits and focus on their social groups and connections, which in some cases can take president over their schooling. However, when a child applies themselves great growth can occur. According to School and Children: The Middle School Years, “children are thought to be functioning developmentally at what Piaget termed the concrete and formal operational stages. During this phase, basic literacy as well as computational and conceptual skills are acquired.” (Epps & Smith, 1984) Students during this phase of growth and development can work on harder skills and make greater connections between their education and their world.

The focus group will be semi structured using core questions established to the topic being addressed.The different methods used to collect data is intended to examine the experiences of the educators and students transitioning into high school and and their experiences during high school. Grand tour questions and different forms of grand tour questioning allow participant to describe daily activity and experience while in school or working in the school system. Furthermore Descriptive questions will elicit responses that will give the research ample data to come up with components of a transition plan that will be effective(Spradley,

The research method used for this study was a survey distributed as a self-report questionnaire. Data were collected by giving the questionnaire to 3,065 male and female adolescents attending grades 7 through 12 in three midwestern states. The sample design consisted of two parts. First, schools were chosen within a participating school district, which was representative for size and location within the area. Second, two or three classrooms per grade level were chosen among the general enrollment classes. A small subset was also added from applicants who volunteered from the districts who were interviewed a few weeks before the questionnaire was administered (Akers, Lanza-Kaduce, & Radiosevich, 1979).