THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE
Nowell, Jimmy D. 1970-
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The purpose of this quantitative study was to determine what effect transition had on discipline outcomes when fourth grade elementary students transition to middle school as fifth grade students. The study used descriptive statistics, statistical analysis, and variations of percentages to analyze discipline data from a class of fourth grade elementary students of a suburban Houston school district. The study showed a 72.36% increase in discipline events post transition when compared to the same class’s discipline data the next year at a five/six middle school. Additionally, the study identified “repeated/persistent misbehavior”, “class rules violation”, and “excessive tardies” as the most frequent discipline issues that occurred during the students’ fifth grade transition year. Lastly, this study identified physical, emotional, academic, and social development as key points for administrators to consider in improving future classes’ discipline performance in the fifth grade, both pre and post transition.
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