| Summary |
This study, using qualitative, multiple case methodology, examined four middle schools within a Local Education Agency (LEA) in eastern North Carolina to determine whether the implementation of key middle school features; (a) interdisciplinary teaming, (b) flexible scheduling, (c) advisor/advisee relationships, and (d) an integrative, exploratory and challenging curriculum had an impact on middle school student achievement outcomes when implemented to the fullest extent. Descriptive data was gathered and analyzed, first by individual cases and then collectively to determine the level of implementation. Findings revealed implementation scores ranging from 6.5 to 8.1 on a scale from four to twenty which suggested that the key features were implemented within the selected schools. However the low implementation scores also indicated that the features were not fully implemented. When implementation scores were compared to achievement data, rival explanations for student achievement emerged featuring (a) socioeconomic effects, (b) school size effects, and (c) the effect of community dynamics. |
| General note | Presented to the faculty of the Department of Educational Leadership. |
| General note | Advisor: James McDowelle. |
| General note | Title from PDF t.p. (viewed July 25, 2013). |
| Dissertation note | Ed. D. East Carolina University 2013. |
| Bibliography note | Includes bibliographical references. |
| Technical details | System requirements: Adobe Reader. |
| Technical details | Mode of access: World Wide Web. |
