Implementation of middle school best practice in a K-8 school: a case study of the planning year for Barnette Magnet School in Fairbanks, Alaska
| dc.contributor.author | Smith-Thomas, Colleen | |
| dc.date.accessioned | 2015-08-25T22:43:55Z | |
| dc.date.available | 2015-08-25T22:43:55Z | |
| dc.date.issued | 2006-12 | |
| dc.identifier.uri | http://hdl.handle.net/11122/5873 | |
| dc.description | Thesis (M.Ed.) University of Alaska Fairbanks, 2006 | en_US |
| dc.description.abstract | This study used a case study design to investigate the planning year for Barnette Magnet School, which opened in the fall of 2005. The conversion to a K-8 school is met with some difficulty by school districts across the nation because, while there are many benefits to keeping these 7th and 8th grade adolescents in their neighborhood elementary school where supportive relationships have already been developed, the fact remains that they have different social, emotional and academic needs than either elementary or high school students. This case study seeks to examine the current research into best educational practice for this age group and to what extent the planning of the magnet school aligned with this research. The data revealed that the Magnet School, by implementing an innovative school-wide structure based on exploratory curriculum and dynamic interactions between school and community, generally did align its plans to what is considered best practice for adolescents. Several areas of weakness are identified and described. | en_US |
| dc.description.tableofcontents | 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. | en_US |
| dc.language.iso | en_US | en_US |
| dc.title | Implementation of middle school best practice in a K-8 school: a case study of the planning year for Barnette Magnet School in Fairbanks, Alaska | en_US |
| dc.type | Thesis | en_US |
| dc.type.degree | med | en_US |
| dc.identifier.department | School of Education Graduate Program | en_US |
| dc.contributor.chair | Lipka, Jerry | |
| dc.contributor.committee | Rickard, Anthony | |
| dc.contributor.committee | Reyes, Maria Elena | |
| dc.contributor.committee | Monahan, John | |
| refterms.dateFOA | 2020-03-13T01:18:21Z |
