Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Middle schools--Iowa; Middle schools--Standards--United States; Middle schools; Middle schools--Standards; Iowa; United States;
Abstract
The purpose of this study was to determine the extent to which middle schools in Iowa conform to the "Essential Elements of True' Middle Schools" as articulated by the National Middle School Association in 1982 and then again in 1992. Only middle school principals in the state of Iowa were asked to respond to a survey to gather data about middle school practices. First, a pilot study was conducted to test run the instrument with a small sample. Of the 11 middle school principals surveyed, eight completed and returned the survey. After necessary changes were made on the survey, it was mailed to the remaining middle school principals. Of the 182 middle school principals surveyed, 128 (70.3%) completed and returned the survey. The findings showed that few schools fully implemented "The Essential Elements of 'True ' Middle Schools" as identified by the National Middle School Association. Only one element was implemented by all middle schools in Iowa. This element is about providing exploratory and activity programs in middle schools (element 7). This study provided some implications for middle schools in Iowa and across the nation. Recommendations were provided on how to fully implement the essential elements of middle schools. Furthermore, the study provided directions for future research.
Year of Submission
1996
Degree Name
Master of Arts
Department
Department of Curriculum and Instruction
First Advisor
Margaret F. Ishler
Second Advisor
Radhi H. Al-Mabuk
Third Advisor
Charles V. Dedrick
Date Original
1996
Object Description
1 PDF file (25 leaves)
Copyright
©1996 Collins Mbatjiza Kazondovi
Language
en
File Format
application/pdf
Recommended Citation
Kazondovi, Collins Mbatjiza, "An Examination of Essential Elements of Middle Schools in Iowa" (1996). Dissertations and Theses @ UNI. 3129.
https://scholarworks.uni.edu/etd/3129
Comments
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