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Middle School to High School Transition
The article examines the problem of students who transition from middle to high school. Specific problems these students experience relate mostly to academic and disciplinary matters: there is an increase in disciplinary actions such as detention, while there is a general decrease in quality of academic performance. This concurs with the indication that students that transition to high school are concerned more with the social changes and opportunities involved than with the academic rigors of high school. A further factor is the fear and anxiety experienced by students entering high school for the first time. This, in combination with the social issues mentioned, causes the problems associated with the transition, including a lack of interest in academic performance and an increased dropout rate.
The article addresses a very important aspect of education. The fact that there is a decrease in academic performance as well as an increase in the dropout rate demonstrates the importance of examining and mitigating the problems related to this issue. Indeed, if students are not encouraged to perform better during these years, they may be lost not only to academics for the rest of their lives, but also to opportunities that they could have created for themselves in the future. They would also be unable to contribute to the manpower and output of the country as a whole. It is therefore not only a losing situation for students and schools, but also for the country as a whole.
In terms of implementation, the article appears to make some very useful suggestions. Particularly important in this regard is that all parties involved should liaise with each other. Students who transition should be in continuous communication not only with their current teachers, but also with their parents, high school teachers, and students at high schools. Communication is vitally important if these students are to understand the importance of maintaining not only their social connections, but also their academic performance.
Course scheduling would "move from teacher to teacher with the same group of peers throughout the school day" (Brown & Knowles 2007 p 227). This enhances the quality and depth of curriculum and instruction through more intimate governance. Empirical studies on the benefits of block scheduling show a general 12-15% increase in vocabulary scores (Wormeli 1999). According to the research, "When teams have some control over the class schedule,
Students should be able to reflect on the process of problem solving. Reasoning and Proof Students should recognize that proofs are a fundamental aspect of mathematics. Within that understanding, they should develop the ability to select and use various types of mathematical reasoning. Communication The standard calls for students to communicate their mathematical thinking in a coherent and clear way to teachers, peers, and others. Students should be able to express their ideas
When this happens, they will recall these concepts and begin utilizing them. In a number of schools, this is enhancing everyone's understanding of the challenges that English language learners and other individuals will face in adapting with their new environment. (Graham, 2009) (Wang, 2010) How does the research relate to these theories? The research is showing that each one of these theories is effective at enhancing diversification inside middle schools. This
Although using standardized assessment to measure performance may be more difficult with this approach to learning, using these techniques teach students to learn and think independently, which many believe is a more important goal for students of this age, rather than meeting standardized proficiencies. This approach may better reflect the unique needs of middle school students who are facing particular intellectual, social, emotional, moral, and developmental challenges (Clark & Clark,
Middle Eastern Students: What Is the Effect of Advisory Participation in the Adolescent Years- Grades 8-9 Benefits of student advisory Adolescence and its effects on learning Functions and Expectations of Advisory Program Middle Eastern Student advisory experiences Participants Social and economic mobility is a function of educational achievement. It is important to ensure that all children receive education in order to secure their future and that of the nation. The U.S. accommodates many immigrants from the
Program Goals and Behavior Objectives Because arbitrary benchmarks such as standardized test scores will not be used in isolation of other student data, the goals of the action plan envisioned herein will be strictly considered in terms of achieving a positive academic outcome as defined as the student successfully graduating from high school with at least a "C" average; this goal would be applied across the board to all students, with