Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Mary Ratliff
Committee Member
Steve Siplet
Committee Member
Maryellen Maher
Keywords
academic achievement, administrative support, applied research, articulation, attendance, checklist, discipline, educational transitions, elementary school students, formative committee, grades, guidance counselors, guidance programs, middle school students, ongoing support, parent involvement, professional development, schoolwide activities, social success, student adjustment, student success, summative committee, teacher training, teachers, transitional activities, transition plan, transition programs, training programs, yearly checklist
Abstract
This applied research dissertation was developed to analyze transition plans and to provide middle school guidance counselors and teachers with knowledge of transitional activities. In addition, ongoing support was provided in an effort to promote increased academic and social success as students transition from elementary to middle school. Sixth- and 7th-grade teachers participated in a mandatory training that was facilitated by guidance counselors in which they were provided with research-based strategies to implement transitional activities schoolwide as well as in their daily instruction. The requirement to implement these new activities previously had seemed unnecessary, which led to students being unsuccessful in the areas of discipline, grades, and attendance as they transitioned into middle school.
The development methodology was used to develop and initiate the plan utilizing a formative and a summative committee. The formative committee reviewed the data that were collected and assisted with the development of the plan’s baseline for the objective, goals, and solution. The summative committee reviewed and approved the final plan. The outcome resulted in a yearly checklist with transition activities.
The foundation of the transition plan was integrated in daily instruction for 6th- and 7th-grade teachers. Through the plan, a professional development program was created to train teachers to use articulation and transition activities to assist with student transition. Future training will allow guidance counselors to be facilitating leaders as they provide 6th- and 7th-grade teachers with ongoing support and guidance in an effort to ease the frustrations of students entering middle school.
Several recommendations were made to obtain the transition activities that promote student success from a guidance counselor-facilitated program. These recommendations include having strong and ongoing commitment from the administration, teachers, parents, and students in providing a transition plan by 9-week intervals and providing time for guidance counselors to have biweekly meetings and follow-up sessions in team meetings.