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dc.contributor.authorNicely, Kenneth Edwarden_US
dc.date.accessioned2014-03-14T20:08:37Z
dc.date.available2014-03-14T20:08:37Z
dc.date.issued2012-03-16en_US
dc.identifier.otheretd-03292012-152534en_US
dc.identifier.urihttp://hdl.handle.net/10919/26551
dc.description.abstractThe literature related to the development of education in the middle grades and to the features associated with the implementation of the middle school concept provides a theoretical grounding for the development and testing of an Innovation Configuration map for the middle school concept. The description provided of the historical development of middle-grades education presents the context for recent research studies and ongoing policy debate. In addition, features of the middle school concept as described within the literature are identified and an overview of salient research findings related to these features is given. A synthesis and critical review of previous research methodologies and findings reveal the need for further research. The purpose of the instrument development and testing process was to identify critical features of the middle school concept implemented in the context of standards and accountability. The instrument development and testing process investigated the nature of the implementation of middle school concept features, recognizing that actual practices in schools may vary somewhat without the schools losing their identity as middle level schools. The principle product of the process was the development of a diagnostic tool that may be used in future research to identify acceptable forms of implementation of the middle level philosophy of education. The instrument development and testing process employed research methodology based on the Concerns-Based Adoption Model (CBAM) of Hall and Hord (2006). Specifically, an Innovation Configuration map was developed identifying components of the middle level philosophy of education and describing variations in implementation of the components.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartNicely_K_D_2012.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectmiddle schoolen_US
dc.subjectmiddles gradesen_US
dc.subjectyoung adolescentsen_US
dc.subjectstudent achievementen_US
dc.subjectInnovation Configuration mapen_US
dc.titleMiddle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concepten_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairCraig, James Richarden_US
dc.contributor.committeememberSnead, Cecil C.en_US
dc.contributor.committeememberSun, Minen_US
dc.contributor.committeememberTripp, Norman Wayneen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03292012-152534/en_US
dc.date.sdate2012-03-29en_US
dc.date.rdate2012-04-16
dc.date.adate2012-04-16en_US


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