Understanding the school environments that engage and motivate young adolescents
Permanent URL:
http://hdl.handle.net/2047/D20259251
Reiss Medwed, Karen (Advisor)
Conn, Kelly (Committee member)
DeSimone, Jean (Committee member)
Reiss Medwed, Karen (Committee member)
Findings from this study reinforce previous research findings demonstrating a lack of fit between the unique needs of young adolescents and the structures and environments of traditional secondary schools. The study makes an important contribution to the literature in its assessment that those working with young adolescents must first unlearn the traditional perceptions of secondary education. Findings suggest that environments and strategies that most effectively engage young adolescents (1) promote close relationships between teachers and students built on trust and care, (2) value the voices and identities of every individual student, and (3) stand in contrast to the traditional conceptions of middle school educations. Recommendations include establishing curricula that offer the opportunity to value and capitalize on student voice and autonomy, hiring and retaining diverse faculty who put the needs of their students first, and re-evaluating the traditional practices of instruction and assessment almost universally employed in middle level education.
interpretative phenomenological analysis
middle school concept
positive youth development
stage-environment fit
student engagement
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