The rise and fall of a middle school: A ten-year study of the transformation of a middle grades schooling institution from the experiential perspective of its teachers.

Abstract

Educational institutions play critical roles within the development of youngsters during their transitional period from elementary to secondary schooling experiences. Often institutional environments are unsuitable for early adolescents. The "junior high school" concept has been under attack. Treating youngsters 10 to 14 years of age as if they were high school students remains an unacceptable approach. Earnest reform requires school culture to transform. Cultural transformation will invoke resistance making change difficult to accomplish. This dissertation is a historical account describing the ten-year metamorphosis of a junior high school as its staff implemented a middle school program from 1973-1983. The research focused upon the nature of the experiences for the teachers who contributed toward establishing the new norm during their institution's transformation. The analysis identifies factors contributing to the school's emergence and to its decline. Strategy alternatives based upon the research findings have been posed to present additional considerations regarding this endeavor and similar school transformations. The main body of information for this study was collected through tape recorded, open-ended interviews. Background and supportive data were obtained from newspaper archives, school and county records. A series of individual accounts revealed a composite history depicting the changing life and work in a middle grades school. Findings that emerged were: (1) Staff investment of effort within the school's transition increased the more teachers perceived authentic commitment from their principal. (2) Teacher empowerment created a sense of program ownership resulting in risk-taking. Teacher risk-taking was perceived as vital for successful school transformation. (3) Articulating philosophy into practice was the most difficult phase of the transition for teachers. (4) As transitional goals were approached, resistance increased. (5) Major sources of resistance toward the transition originated at the high school and developed within the district's central administration. Unexpected resistance from designated support groups demoralized teachers and diminished their risk-taking. The cultural transformation of intermediate schooling institutions is a formidable task. It should not be expected to occur quickly. The success of a transformed middle school will depend upon the endurance of its educators to continue investing their efforts in young adolescent students.