Date of Award

3-19-1997

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

First Advisor

Kathleen Gershman

Abstract

This study examined the transformation process used by three North Dakota schools that previously operated as traditional junior high schools prior to changing to middle schools. The schools represented distinct situations in demographics, enrollment, and the process used to implement change. Through close inspection of three settings, I considered whether or not processes, problems, or successes common to all three schools existed. The most important questions dealt with the transition process used in each case and the result. Relevant information sought for the study included the rationale for implementation, description of the planning process, length of the transition process, and who was involved at each phase of the transition.I employed qualitative research techniques: participant observation, interviewing, and document collection. I interviewed administrators, teachers, parents, and students. After collecting data, I analyzed themes and patterns by coding, categorizing, and triangulating the data.I developed three case studies to describe each setting and the events that occurred during the transition from junior high to middle school. The cases reveal similarities and differences among the three settings. In addition, several themes emerged from the data: the role of the principal in the implementation process is critical, active participation and acceptance of the staff in the implementation process greatly affects the outcome, public relations and community involvement benefit school change, an outside impetus may be necessary to begin and support the restructuring move, and the best intentions do not guarantee a successful outcome.This study provides descriptions of how three small, rural North Dakota schools implemented middle school components in their distinct settings, given the special circumstances and constraints they faced. The experience of these schools may provide helpful information to others contemplating a similar transition process. What the small, rural schools in this study illustrate are the extraordinary possibilities for creativity in developing a successful middle school program despite the constraints.

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