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Understanding and Supporting the Elementary to Middle School Transition: A Case Study in One Urban Feeder Pattern
Understanding and Supporting the Elementary to Middle School Transition: A Case Study in One Urban Feeder Pattern
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091521.5
- ISBN
- 9798270230289
- DDC
- 371.2
- 저자명
- Garcia, Jennifer
- 서명/저자
- Understanding and Supporting the Elementary to Middle School Transition: A Case Study in One Urban Feeder Pattern / Jennifer Garcia
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (153 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: DeMatthews, David Committee members: Woulfin, Sarah; Reyna, Sylvia; Perales, Ida.
- 학위논문주기
- - Dr.Ed. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약The overarching purpose of this study was to explore and document the strategies employed by principals, counselors, and teachers to facilitate a successful transition from elementary to middle school in urban Title I schools. While much attention has been given to students' psychological and academic outcomes, this study emerged from a need for a more nuanced exploration of the specific dynamics of the elementary-to-middle school transition. The target population was the principals, counselors, and teachers within one elementary-to-middle school feeder pattern of urban Title I schools. The case study boundary allowed for capturing the unique challenges and characteristics associated with urban Title I schools. I applied the interpretivist framework as a robust theoretical foundation for the in-depth exploration of the strategies employed to support students' transitions from elementary to middle school in urban Title I schools. Employing a qualitative case study design, I employed purposeful sampling, performed and coded all interviews, and conducted document analysis to delve into the intricate dynamics of the elementary-to-middle school transition. I interviewed 11 educators: four principals, two counselors, three middle school teachers, and two elementary school teachers. Six central themes emerged from the analysis of the interview and document artifacts data: (a) fostering belonging through relationships, (b) addressing academic and behavioral challenges, (c) engaging parents, (d) proactive transition planning, (e) implementing social-emotional learning, and (f) supporting teachers' experiences. The findings of this study could inform educational policy, practice, and theory on a broader scale. By shedding light on the strategies educators employ to facilitate a successful transition, this study offers opportunities for using evidence-based interventions and initiatives to support students' transitions between elementary and middle school. Furthermore, the study might influence policy decisions guiding the allocation of resources and support for transition programs in schools, as well as future research.
- 언어주기
- English
- 일반주제명
- Elementary education
- 일반주제명
- Education policy
- 일반주제명
- Educational psychology
- 일반주제명
- Middle school education
- 키워드
- Principals
- 키워드
- Counselors
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091521.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270230289
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a371.2
■1001 ▼aGarcia, Jennifer▼eauthor.
■24510▼aUnderstanding and Supporting the Elementary to Middle School Transition: A Case Study in One Urban Feeder Pattern ▼cJennifer Garcia
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (153 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: DeMatthews, David Committee members: Woulfin, Sarah; Reyna, Sylvia; Perales, Ida.
■5021 ▼bDr.Ed.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThe overarching purpose of this study was to explore and document the strategies employed by principals, counselors, and teachers to facilitate a successful transition from elementary to middle school in urban Title I schools. While much attention has been given to students' psychological and academic outcomes, this study emerged from a need for a more nuanced exploration of the specific dynamics of the elementary-to-middle school transition. The target population was the principals, counselors, and teachers within one elementary-to-middle school feeder pattern of urban Title I schools. The case study boundary allowed for capturing the unique challenges and characteristics associated with urban Title I schools. I applied the interpretivist framework as a robust theoretical foundation for the in-depth exploration of the strategies employed to support students' transitions from elementary to middle school in urban Title I schools. Employing a qualitative case study design, I employed purposeful sampling, performed and coded all interviews, and conducted document analysis to delve into the intricate dynamics of the elementary-to-middle school transition. I interviewed 11 educators: four principals, two counselors, three middle school teachers, and two elementary school teachers. Six central themes emerged from the analysis of the interview and document artifacts data: (a) fostering belonging through relationships, (b) addressing academic and behavioral challenges, (c) engaging parents, (d) proactive transition planning, (e) implementing social-emotional learning, and (f) supporting teachers' experiences. The findings of this study could inform educational policy, practice, and theory on a broader scale. By shedding light on the strategies educators employ to facilitate a successful transition, this study offers opportunities for using evidence-based interventions and initiatives to support students' transitions between elementary and middle school. Furthermore, the study might influence policy decisions guiding the allocation of resources and support for transition programs in schools, as well as future research.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aElementary education
■650 4▼aEducation policy
■650 4▼aEducational psychology
■650 4▼aMiddle school education
■653 ▼aMiddle school transition
■653 ▼aPrincipals
■653 ▼aAcademic outcomes
■653 ▼aCounselors
■653 ▼aUrban feeder pattern
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aDeMatthews, David▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361162▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
