The historical and current dispute on how to educate middle grade students continues to puzzle today’s leaders of school systems nationwide. As a result of conflicting research on academically high performing schools, scholars and school decision makers continue the discussion on the influence of grade span configurations on academic performance. The purpose of my mixed method case study was to explore how teachers and school principals perceive the role of collective efficacy as influencing academic performance for grade eight students in the school under study. My study obtained input from school principals, district leaders, and teachers guided by the following research questions; How do faculty perceive a level of collective efficacy within the K-8 school model? How do teachers and the principal in the school acknowledge and share their efforts to establish a climate of collective efficacy in order to promote student achievement in the K-8 grade configured school? Does the school staff believe there are unique components in a K-8 school model that increase academic performance? Do teachers perceive a climate of trust among instructional staff within the K-8 school model with respect to teacher collaboration? How do eighth grade students perform academically in a K-8 school model in both reading and math from year to year over a five-year span? As a result of the findings, the school under study did not have an academic influence on grade 8 students, but did show a positive relationship regarding collective efficacy among faculty and staff members.
","abstract_html":"<p>The historical and current dispute on how to educate middle grade students continues to puzzle today’s leaders of school systems nationwide. As a result of conflicting research on academically high performing schools, scholars and school decision makers continue the discussion on the influence of grade span configurations on academic performance. The purpose of my mixed method case study was to explore how teachers and school principals perceive the role of collective efficacy as influencing academic performance for grade eight students in the school under study. My study obtained input from school principals, district leaders, and teachers guided by the following research questions; How do faculty perceive a level of collective efficacy within the K-8 school model? How do teachers and the principal in the school acknowledge and share their efforts to establish a climate of collective efficacy in order to promote student achievement in the K-8 grade configured school? Does the school staff believe there are unique components in a K-8 school model that increase academic performance? Do teachers perceive a climate of trust among instructional staff within the K-8 school model with respect to teacher collaboration? How do eighth grade students perform academically in a K-8 school model in both reading and math from year to year over a five-year span? As a result of the findings, the school under study did not have an academic influence on grade 8 students, but did show a positive relationship regarding collective efficacy among faculty and staff members.</p>","abstract_has_math":false,"creators":["North, Jamie"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Carla Sparks","Dr. Daniel Buckman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["K-8 School Model","Academic Performance","Combination Schools","Grade Eight Academic Performance","Curriculum and Instruction","Educational Methods","Elementary Education","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/493","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carla Sparks","Dr. Daniel Buckman"]},{"key":"dc:creator","label":"Author","values":["North, Jamie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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The purpose of my mixed method case study was to explore how teachers and school principals perceive the role of collective efficacy as influencing academic performance for grade eight students in the school under study. My study obtained input from school principals, district leaders, and teachers guided by the following research questions; How do faculty perceive a level of collective efficacy within the K-8 school model? How do teachers and the principal in the school acknowledge and share their efforts to establish a climate of collective efficacy in order to promote student achievement in the K-8 grade configured school? Does the school staff believe there are unique components in a K-8 school model that increase academic performance? Do teachers perceive a climate of trust among instructional staff within the K-8 school model with respect to teacher collaboration? How do eighth grade students perform academically in a K-8 school model in both reading and math from year to year over a five-year span? As a result of the findings, the school under study did not have an academic influence on grade 8 students, but did show a positive relationship regarding collective efficacy among faculty and staff members.
"]},{"key":"dc:title","label":"Title","values":["A Case Study of Academic Performance in a K-8 School Model"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carla Sparks","Dr. Daniel Buckman"],"dc:creator":["North, Jamie"],"dc:date.available":["2020-07-31T07:00:00Z"],"dc:description.abstract":["The historical and current dispute on how to educate middle grade students continues to puzzle today’s leaders of school systems nationwide. As a result of conflicting research on academically high performing schools, scholars and school decision makers continue the discussion on the influence of grade span configurations on academic performance. The purpose of my mixed method case study was to explore how teachers and school principals perceive the role of collective efficacy as influencing academic performance for grade eight students in the school under study. My study obtained input from school principals, district leaders, and teachers guided by the following research questions; How do faculty perceive a level of collective efficacy within the K-8 school model? How do teachers and the principal in the school acknowledge and share their efforts to establish a climate of collective efficacy in order to promote student achievement in the K-8 grade configured school? Does the school staff believe there are unique components in a K-8 school model that increase academic performance? Do teachers perceive a climate of trust among instructional staff within the K-8 school model with respect to teacher collaboration? How do eighth grade students perform academically in a K-8 school model in both reading and math from year to year over a five-year span? As a result of the findings, the school under study did not have an academic influence on grade 8 students, but did show a positive relationship regarding collective efficacy among faculty and staff members.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/493"],"dc:subject":["K-8 School Model","Academic Performance","Combination Schools","Grade Eight Academic Performance","Curriculum and Instruction","Educational Methods","Elementary Education","Other Education"],"dc:title":["A Case Study of Academic Performance in a K-8 School Model"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}