THE IMPACT OF MOVING FROM TWO-PERSON TO FOUR-PERSON TEAMS ON SEVENTH-GRADE STUDENTS’ ATTITUDES AND BELIEFS TOWARDS SCHOOL

<p>The purpose of this mixed methods study was to examine the impact moving seventh-grade students from two-person to four-person teams had on students’ attitudes and beliefs towards school. The review of literature provided the reader a brief analysis of the history of the <em>middle school philosophy</em> and teaming, recommendations for schools to address the unique needs of early adolescents, a review of key literature regarding middle level programing and structure, and a discussion highlighting the importance and impact of smaller learning communities. Two main theories makeup the framework for this report: <em>Social Cognitive Theory</em> and <em>Human Relations Theory</em>. The research findings are intended to advance the knowledge of leadership and practice for educational practitioners working with adolescents, specifically as it pertains to the concept of teaming within middle schools. The results of the study followed four general themes: students’ relationships with their teachers; students’ relationships with their classmates; students’ feelings towards themselves; and students’ feelings towards the team</p>

Name thesis:degree_name

Education Specialist

Level thesis:degree_level

Education Specialist

Discipline thesis:degree_discipline

Education, Leadership and Public Service

Year dc:date.available

2016

Author dc:creator

• Sedgwick, Zachary B

Contributors dc:contributor

• Derek Anderson

• Teaming
• Middle School Philosophy
• Teaming in Middle Schools
• Smaller Learning Communities
• Middle School vs. Junior High
• The Impact of Smaller Teams at the Middle Level
• Middle-Level Programming
• Educational Leadership
• Elementary and Middle and Secondary Education Administration
• Other Educational Administration and Supervision
• Social and Philosophical Foundations of Education

Repository record dc:identifier

https://commons.nmu.edu/theses/124

OAI identifier oai:identifier

oai:commons.nmu.edu:theses-1127