Progress toward implementation of developmentally responsive practice in Arizona middle level schools, 1989-1994.
AuthorBatsell, Gary Alan.
Committee ChairClark, Donald
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study was designed to develop a profile of progress for Arizona schools compared to trends identified in national studies. Additionally, the degree of implementation of the recommendations identified in Arizona Middle Level Schools: A Survey Report (Clark and Clark, 1990), was to be determined. Survey 1994: Revisiting Arizona Middle Level Schools was mailed to 185 Arizona middle level principals in February, 1994. Data analysis revealed Arizona middle level schools pattern program component implementation trends similar to those reported in national studies, with some noted exceptions. Grade level configurations of 7-8 continued to dominate Arizona middle level schools. Arizona appeared to be ahead of national trends in site based school governance. A higher proportion of middle level principals were women, than was the case nation wide. The percentage of schools utilizing the homebase/advisory program for student guidance decreased significantly. The proportion of male middle level teachers decreased as did the number of teachers obtaining specialized training in techniques and strategies for educating young adolescents. The 1994 survey did not identify specific progress toward all recommendations from Arizona Middle Level Schools: A Survey Report (Clark and Clark, 1990); however, conclusions for a number of the recommendations were formulated. Arizona middle level educators appeared to be examining programs to assure they are functioning well for adolescents as shown by data on grade level configurations, interdisciplinary teaming, and curriculum integration. Although the number of schools implementing teaming and integrated instruction increased, school enrollments also increased, scheduling practices were rigid, and the use of advisory programs decreased. The number of schools employing counselors increased, and an increase in students participating in co-curricular activities resulted from schools scheduling more co-curricular activities during the school day. Virtually all Arizona middle level schools reported an increase in parent/community involvement, and sponsored numerous student community service activities. Little effort was made by the State Department of Education to enhance teacher certification for middle level educators or to provide support for the implementation of the recommendations of the Arizona Middle Level Task Force Committee.
Degree ProgramEducational Foundations and Administration