URI: http://hdl.handle.net/11122/5873

Date: 2006-12

Type: Thesismed

Table of Contents: 1. Introduction -- Nationwide movement to K-8 schools -- Statement of the problem and purpose of the study -- Barnette Magnet school in Fairbanks, Alaska -- 2. Literature review -- Introduction -- Literature on middle school best practice -- Organizational structure -- Departmentalization -- Teaming -- Block scheduling -- Advisor/Homeroom period -- Curriculum -- Foundational principles -- Exploratory and extra curricular experiences -- Active and relevant curriculum -- Rigor and challenge -- Staff -- Foundational principles -- Middle grades teacher certification -- Subject matter expertise -- Professional development -- Literature on the K-8 movement nationalwide -- Success of K-8 schools -- Factors contributing to the success of K-8 schools -- Fewer transitions -- Relationships -- Smaller schools -- Controversy and challenges associated with K-8 reconfiguration -- Middle schools on the decline -- District implementation -- Facilities and equipment to support curriculum -- Literature on the purposeful integration of K-8 schools with middle school best practice -- 3. Methods -- Introduction -- Rationale for choice of a single case study -- Research questions -- The research design -- Validity -- Selection and description of site -- Data collection -- Data analysis procedures -- The person of the researcher -- 4. Barnette magnet school planning year in review -- Introduction -- Early planning -- Information gathering -- Organizational structure -- Three block format -- Daily schedule -- School population -- Multi-age configuration for core block -- Exploration classes -- Yearly schedule -- Structures to support community building and leadership -- Curriculum -- Community input -- Choosing an instructional model -- Literacy and math curriculum -- Exploratory class curriculum -- Friday in Fairbanks -- After school program -- Staffing -- Certified teacher qualifications -- Hiring process -- Community input -- Schedules and preparatory time -- Non-certified exploration support -- Summer committee meetings -- 5. Analysis : how the magnet school plan aligns with best practice -- Organizational structure -- Overview of magnet school strengths and weaknesses -- Departmentalization -- Teaming -- Exploratory experiences -- Curriculum -- Overview of magnet school strengths and weaknesses -- Exploratory curriculum -- Rigor and challenge -- Extra-curricular opportunities -- Facilities and equipment to support curriculum -- Staff -- Overview of magnet school strengths and weaknesses -- Staff preparedness for middle school -- Teaching style -- Staff development -- Conclusion -- 6. Future considerations and recommendations -- Teaming -- Staff development aimed at middle grades -- Advisor/advisee or homeroom program -- Eighth grade transition -- Health curriculum -- Leadership development -- Extra curriculum program expands -- Recommendations -- Possibilities for future research -- References -- Appendices.