{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1403"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1403","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"The Effect of Classroom Structure and Practice on Transition to Middle School","abstract":"The passage from elementary school to middle school, along with physical, social, and emotional changes associated with adolescence, often results in personal and social, organizational, and academic declines. The classroom structure of elementary school varies between a team teaching setting and a self-contained setting, and each instructional environment has the potential to impact all areas of development for each student. The purpose of this study was to examine the relationship between fifth grade classroom setting (team teaching vs. self-contained) and sixth grade student behavior. The gender and the socio-economic status of transitioning students also served as variables of the study. A secondary purpose of the study was to examine middle school students' perceptions of their transition from elementary school to middle school based on elementary classroom structure. Results from this study indicated that males, socio-economically disadvantaged students, and students from a self-contained elementary classroom experienced significantly higher levels of discipline referrals during the transition to middle school. Using the Student Transition Questionnaire (Akos, 2002), there were no statistically significant differences found between the self-contained and team teaching classroom structures on the social and personal, organizational, and academic constructs of middle school transition. The findings from this study suggest that elementary classroom structure may impact each student's transition experience into middle school. Suggestions regarding the implementation of effective transition strategies are provided along with recommendations concerning future research on the relationship between elementary classroom structure and middle school transition.","abstract_html":"The passage from elementary school to middle school, along with physical, social, and emotional changes associated with adolescence, often results in personal and social, organizational, and academic declines. The classroom structure of elementary school varies between a team teaching setting and a self-contained setting, and each instructional environment has the potential to impact all areas of development for each student. The purpose of this study was to examine the relationship between fifth grade classroom setting (team teaching vs. self-contained) and sixth grade student behavior. The gender and the socio-economic status of transitioning students also served as variables of the study. A secondary purpose of the study was to examine middle school students' perceptions of their transition from elementary school to middle school based on elementary classroom structure. Results from this study indicated that males, socio-economically disadvantaged students, and students from a self-contained elementary classroom experienced significantly higher levels of discipline referrals during the transition to middle school. Using the Student Transition Questionnaire (Akos, 2002), there were no statistically significant differences found between the self-contained and team teaching classroom structures on the social and personal, organizational, and academic constructs of middle school transition. The findings from this study suggest that elementary classroom structure may impact each student's transition experience into middle school. Suggestions regarding the implementation of effective transition strategies are provided along with recommendations concerning future research on the relationship between elementary classroom structure and middle school transition.","abstract_has_math":false,"creators":["Schexnaildre, Eric Paul"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Linda M. Arthur","Paul M. Brinson, Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-01T07:00:00Z","date_published":"2012-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Student perceptions","Elementary classroom structure","Middle school transition","Team teaching classroom structure","Discipline referrals","Middle schools","Junior high schools","Elementary schools"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/403","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda M. Arthur","Paul M. Brinson, Jr."]},{"key":"dc:creator","label":"Author","values":["Schexnaildre, Eric Paul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Student perceptions","Elementary classroom structure","Middle school transition","Team teaching classroom structure","Discipline referrals","Middle schools","Junior high schools","Elementary schools"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/403"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The passage from elementary school to middle school, along with physical, social, and emotional changes associated with adolescence, often results in personal and social, organizational, and academic declines. The classroom structure of elementary school varies between a team teaching setting and a self-contained setting, and each instructional environment has the potential to impact all areas of development for each student. The purpose of this study was to examine the relationship between fifth grade classroom setting (team teaching vs. self-contained) and sixth grade student behavior. The gender and the socio-economic status of transitioning students also served as variables of the study. A secondary purpose of the study was to examine middle school students' perceptions of their transition from elementary school to middle school based on elementary classroom structure. Results from this study indicated that males, socio-economically disadvantaged students, and students from a self-contained elementary classroom experienced significantly higher levels of discipline referrals during the transition to middle school. Using the Student Transition Questionnaire (Akos, 2002), there were no statistically significant differences found between the self-contained and team teaching classroom structures on the social and personal, organizational, and academic constructs of middle school transition. The findings from this study suggest that elementary classroom structure may impact each student's transition experience into middle school. Suggestions regarding the implementation of effective transition strategies are provided along with recommendations concerning future research on the relationship between elementary classroom structure and middle school transition."]},{"key":"dc:title","label":"Title","values":["The Effect of Classroom Structure and Practice on Transition to Middle School"]}]}],"canonical_facts":{"dc:contributor":["Linda M. Arthur","Paul M. Brinson, Jr."],"dc:creator":["Schexnaildre, Eric Paul"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The passage from elementary school to middle school, along with physical, social, and emotional changes associated with adolescence, often results in personal and social, organizational, and academic declines. The classroom structure of elementary school varies between a team teaching setting and a self-contained setting, and each instructional environment has the potential to impact all areas of development for each student. The purpose of this study was to examine the relationship between fifth grade classroom setting (team teaching vs. self-contained) and sixth grade student behavior. The gender and the socio-economic status of transitioning students also served as variables of the study. A secondary purpose of the study was to examine middle school students' perceptions of their transition from elementary school to middle school based on elementary classroom structure. Results from this study indicated that males, socio-economically disadvantaged students, and students from a self-contained elementary classroom experienced significantly higher levels of discipline referrals during the transition to middle school. Using the Student Transition Questionnaire (Akos, 2002), there were no statistically significant differences found between the self-contained and team teaching classroom structures on the social and personal, organizational, and academic constructs of middle school transition. The findings from this study suggest that elementary classroom structure may impact each student's transition experience into middle school. Suggestions regarding the implementation of effective transition strategies are provided along with recommendations concerning future research on the relationship between elementary classroom structure and middle school transition."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/403"],"dc:subject":["ETD","Student perceptions","Elementary classroom structure","Middle school transition","Team teaching classroom structure","Discipline referrals","Middle schools","Junior high schools","Elementary schools"],"dc:title":["The Effect of Classroom Structure and Practice on Transition to Middle School"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}