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Dissertations / Theses on the topic 'Middle schools – Virginia'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Allen, Roger Scott. "Cyberbullying in Middle Schools in Southwestern Virginia." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83420.

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Cyberbullying is an alarming phenomenon affecting the lives of adolescents across the country. Traditional bullying has moved from the playground to cyberspace. This online environment allows perpetrators to attack their victims beyond the walls of school, twenty-four hours a day. Advancements in and access to technology have made electronic communication the preferred method for adolescents to socialize. Although email, texts, social media sites, and websites were created to ease communication, some adolescents are using these tools to harass and harm their peers. The purpose of this st

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2

Daniel, David S. "School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64281.

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The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2

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3

Weiss, Frieda Deitell. "Counselor role-performance in one-counselor middle and high schools in Virginia." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39873.

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4

Frederick, Sandra. "Fully Practicing the Middle School Concept: A Phenomenological Study of Virginia Middle Schools Re-Designated III As A School To Watch." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3546.

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The purpose of this qualitative study was to examine the perceptions of school staff as to the best practices utilized in successful middle schools. The researcher used the framework of This We Believe and the School To Watch application process to determine schools worthy of the study. Each school must have been designated three times or more as a School To Watch. Three schools were selected for the study that were each in three different school divisions and three different geographical regions in Virginia. The researcher went to each site to conduct interviews with participants. Fifteen int

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5

Porter, Mary Lee Schweizer. "Reading instructional leadership a survey of middle level principals in West Virginia public schools /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1874.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains x, 135 p. Includes abstract. Includes bibliographical references (p. 111-128).

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6

Zedd, Jesse Charles. "A descriptive study of the current status of middle schools in Virginia." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/74742.

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The purpose of this study was to determine the current status of middle schools in Virginia. A questionnaire, validated by a panel of middle school authorities, was mailed to 110 principals of all public school organizations labeled as "middle" or "intermediate" which had at least three grade levels, including grades 6 and 7, but not grades 4 and 9. The response rate for this study was 78 schools (71 percent). Data gathered from the surveys and subsequent telephone interviews were considered representative of middle schools in Virginia. Data were described and reported through the use of frequ

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7

Williams, Gary Oaka. "Identifying Principals' Practices that Affect Achievement and Accreditation of Public Elementary, Middle, and High Schools in Virginia." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30128.

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The purpose of this study was to investigate the practices of elementary, middle, and high school principals that are associated with the Standards of Learning accreditation status of schools in Virginia. A number of factors that discriminate between Accredited with Warning and Fully Accredited schools were investigated. Questionnaires were administered to 142 principals and 567 teachers. Items in the questionnaires were associated with sub-domains that affect the accreditation status of schools. Characteristics of principals, teachers, and schools were collected in a demographic section of ea

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8

Isaacs, Thelma M. "Putting West Virginia middle schools to the test implementation of key practices as a predictor of school achievement /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2148.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains xi, 130 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 107-117).

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9

Farley, Janice Landmesser. "The current attitudes of principals and teachers regarding mainstreaming in Virginia middle-level schools." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618746.

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This study investigated the relationship between the attitudes of principals and teachers toward mainstreaming and the level of comfort participants felt toward special education and mainstreaming. Sixty-five large and small middle schools from the state of Virginia were randomly selected to participate in this study. Participants completed demographic/information sheets, the Attitude Towards Mainstreaming Scale (ATMS), and the Comfortability Scale for Special Education (CSSE). Data were analyzed using statistical methods.;The following research questions were explored (1) do the current attit

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10

Tucker, James R. "A comparison of seleceted indicators of educational outcomes in small and large middle schools in Virginia." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40332.

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11

Metcalfe, Lynn B. "Teachers Perception of Elementary School Principals Leadership Characteristics in Elementary Schools in Rural Southwest Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1277.

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The characteristics of servant leaders as perceived by teachers who evaluated the leadership excellence of principals were the focus of this study. The essential ingredient of a leader was examined in all participating schools; the role of the principal was crucial to a school's effectiveness and was widely acknowledged. Ten characteristics were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions, as well as principals' self-perceptions, of principals in rural Title I Schools located in southwest Virginia. The exploratory question that origin

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12

Bergren, David Alexander. "The Impact of School Climate on Student Achievement in the Middle Schools of the Commonwealth of Virginia| A Quantitative Analysis of Existing Data." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615518.

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<p> This quantitative study was designed to be an analysis of the relationship between school climate and student achievement through the creation of an index of climate-factors (SES, discipline, attendance, and school size) for which publicly available data existed. The index that was formed served as a proxy measure of climate; it was analyzed through both a hierarchical clustering method and a multiple regression.</p><p> The data used for the study was drawn from a sample of 335 middle schools in the Commonwealth of Virginia, and student achievement was measured using pass percentage rat

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13

Thomas, Anna Weigel. "A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153957.

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The Virginia Tiered Systems of Support (VTSS) represents the merger of the behavioral side Positive Behavioral Supports (PBIS) and the academic side Response to Interventions (RtI) (Mann & Leutscher, 2014). VTSS is the Commonwealth of Virginia's adaptation of the federally required systemic response program schools are expected to adopt to address the behavioral and academic needs of students (Landers, Courtade, & Ryndak, 2012; Prasse et al., 2012). The development of specific implementation guidelines has been assigned to local levels of leadership. Thus, VTSS programming differences are comm

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14

Hall, Lena. "A descriptive and exploratory study of peer coaching and selected factors in the working environment of elementary, middle, and high school teachers in a large suburban Virginia public school system." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54329.

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Experts have suggested that a restructuring of the organization of schools is one way to improve the teaching profession. One way to bring about such a restructuring is to allow teachers the opportunity to build collegial relationships. Advocates of peer coaching believe that it can be used to bring about this opportunity to build collegial relationships and allow for the restructuring of schools in order to create a more professional working environment in which teachers work and learn together. This restructuring should decrease isolation of teachers by creating a working environment of trus

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15

Levy, Rachel A. "The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5566.

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Nongovernmental actors have long been involved in the funding of U.S. K-12 public schools. With recent cuts to state funding to public education, however, groups called school-supporting nonprofits (Nelson & Gazley, 2014) have taken on a much larger role in school funding. Nonacademic, volunteer, parent-led groups such as parent teacher associations (PTAs), parent teacher organizations (PTOs), and booster clubs, especially, have grown in number and in amount of revenues raised, and are funding core school needs and functions. This situation confuses obligations of public institutions, undermin

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16

Newby, JoeAnn E. "Job Satisfaction of Middle School Principals in Virginia." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26458.

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The purpose of this study was to assess job satisfaction of middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ). The primary question addressed by the study was: What is the general satisfaction level of middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire? In addition to the primary question, three sub-questions were addressed by the study. They were: a) What is the general satisfaction level according to the demographic variables gender, age, degree, experience, school location, and school size? b) wh

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17

Bane, Tara Yost. "Job Satisfaction Among Professional Middle School Counselors in Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29280.

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The purpose of this study was to determine the current level of job satisfaction among professional school counselors working in Virginia public middle schools. In addition, satisfaction levels were compared with previous studies on Virginia elementary school counselors. Although job satisfaction has been widely studied in the past, few studies have focused on professional school counselors in particular. Information regarding job satisfaction is important in order to employ and retain committed school counselors and ensure that students are receiving high quality services. Participants inclu

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18

Perry, Samuel Eastburn. "Key events in the lives of successful middle school principals in Virginia." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163425/.

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19

Wallace, Debbie Webb. "Exemplary career development practices of Virginia's middle schools." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10052007-143733/.

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20

Pinello, Craig S. "A Regression Study| Middle School Literacy Leadership Practices in Virginia." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669715.

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<p> The National Assessment of Educational Progress (NAEP) reported that, in 2013, only 35% of Virginia's eighth grade students tested at or above the proficient level on the grade level assessment for reading (National Center for Education Statistics, 2013). The Virginia State Report Card, published each year by the Virginia Department of Education (VDOE), reported that during the 2012-2013 school year, 29% of all tested eighth grade students failed to meet expectations in reading (VDOE, 2014). The Alliance for Excellent Education (2011) reported that a large number of students leave high s

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21

Wallace, Fred Clarence III. "Reciprocity- a Design Thesis." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36585.

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There are two objects to which this book points: One- a process in which both the designer and the designed take part. The process was "sensed" in the making of the book itself, and the thesis was named. The book is at once an expression of this process, and a part of the process expressed. Its nature is a result of a relationship described as reciprocal. The other- a building. In designing an addition to the Blacksburg Virginia Middle School, thoughts about light and surface, ground and figure, earth and sky guided decisions made in the process. The result is regarded as both crea

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22

Cochran, John David. "Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29914.

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This study investigated how school divisions in Virginia socialized new middle school principals, and the effects this socialization had on the principals' role. It also examined the effects of school division characteristics and principal traits on the selection of socialization tactics and on role outcomes. Consistent with theory, the results suggest that the choice of different socialization tactics lead to different role outcomes. Specifically, the tactics concerned mainly with the social aspects of newcomer principal adjustment were most influential in moderating levels of role conflic

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23

Cowley, Kimberly S. "Investigating West Virginia students' perceptions of the factors affecting their educataional aspirations." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=859.

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24

Bowling, Daniel L. "Job Satisfaction of Public Middle School Principals in the Commonwealth of Virginia: Revisited." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26027.

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The purpose of this study was to assess the satisfaction level of public middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ) and compare it to the earlier 1999 findings of Dr. JoeAnn Newby. The Long-Form of the Minnesota Satisfaction Questionnaire (MSQ) was used to determine the levels of job satisfaction for middle school principals in Virginia using twenty dimensions of the job and the following demographic variables: gender, age, experience, education, school location, school population, accreditation status, and Adequate Yearly Progress (AYP).

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25

Rogers, Kipp D. "Instructinoal Leadership Role and Responsibilities of Middle School Assistant Principals in Virginia." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26631.

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The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amount of time spent performing the instructional leadership tasks. The Sources of Instructional Leadership(S

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26

Megivern, Monica M. "The development and field testing of an instrument to measure middle school counselors' knowledge of stepchildren." Diss., Virginia Polytechnic Institute and State University, 1990. http://hdl.handle.net/10919/80025.

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School counselors are in a position to receive referrals concerning children's reactions to changing family structures and to help a stepchild adjust to stepfamily living. This study assessed the need for training and education of Virginia middle school counselors regarding their knowledge about counseling stepchildren. This was done by measuring their level of knowledge through the development and use of the instrument, Knowledge and Skills for Counseling Stepchildren: A Self Assessment (KSCS). The focus of this study was the development and refinement of the KSCS. The purpose of the instru

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27

Harris, Charles H. III. "Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/29462.

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The purpose of this study was to describe the current schedules employed, teaming practices, and curricula used by the middle-level schools in the Commonwealth of Virginia, and it was conducted through the use of descriptive statistics. A questionnaire was sent to experts in the area of middle school education for review and field-tested with practicing administrators in middle-level education. The questionnaire was revised and mailed to 237 principals of the public schools in Virginia which have at least three grade levels drawn from five, six, seven, or eight but not grade levels four or n

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Rudd, Rick D. "Teacher characteristics related to the adoption of agriscience curriculum in Virginia middle school agricultural education programs." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05042006-164538/.

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29

Snyder, Teresa I. "Factors of Job-related Stress As Perceived by Middle School Principals in Virginia." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2976.

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This study was conducted among middle school principals in Virginia to determine their perceptions of job-related stress factors. The entire population of middle school principals (grades 6, 7, 8) was selected to participate in the study. The Administrative Stress Index was used to assess factors that cause principals stress on the job and to measure their stress levels. A demographic data form was used to collect data on the variables of age, gender, administrative experience, assistant principal support, student enrollment, adults supervised, percentage of students receiving

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30

Coppage-Miller, Jacqueline C. "Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56674.

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The purpose of this study was to identify perceptions of middle and high school principals in Virginia regarding high-stakes testing. Perceptions were assessed regarding unintended consequences impacting the principals' role and their alignment with professional and scholarly literature. There were 22 findings emerging from this study. One of the findings revealed that principals perceived the necessity of instructional leadership as opposed to simply acting as school managers. The findings also revealed that middle and high school principals strongly agreed that high-stakes testing resulted

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31

Newell, Lisa Gayebower. "The Influence of The Leader In Me Program within a Middle School in Virginia." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85568.

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Character education has increased over the past years to build student character in such a way that students are more successful and teachers spend maximal time for classroom instruction as well as minimal time with behavioral concerns. If a student experiences positive character traits and practices success in earlier grades, then it is logical to assume that the positive habits he or she establishes will transfer into the upper grades. However, very few studies have determined whether positive habits established in early grades will continue to bring success in subsequent grades. The purp

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Litz, Elizabeth Wright. "An Analysis of Bullying Behaviors at E. B. Stanley Middle School in Abingdon, Virginia." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1102.

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Many stakeholders in American education are concerned about the frequency of reported bullying incidents within schools in general and middle schools in particular. This nationwide problem has manifested itself in many ways over the past few decades. These manifestations include, but are not limited to, increased gang violence, school shootings, and attendance problems due to student concerns over safety. The purpose of this quantitative study was to investigate the bullying behaviors of a single class of students as they progressed through E. B. Stanley Middle School in Abingdon, Virginia. Da

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Jeffrey, Thomas J. "Adaptation and validation of a technology attitude scale for use by American teachers at the middle school level." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02032004-161558/.

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34

Bullock, Calvin. "The Relationship Between School Building Conditions and Student Achievement at the Middle School Level in the Commonwealth of Virginia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28749.

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The purpose of this study was to investigate the relationship between school building condition and student achievement as measured by their performance on the Standards of Learning (SOL) examinations at the middle school level in the Commonwealth of Virginia. Three major data components were used to complete this study. The first component was the condition of the school buildings. To obtain this information, principals were asked to complete the Commonwealth Assessment of Physical Environment (CAPE) assessment instrument. The second component was the percentage of passing scores from SOL exa

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35

Hitchman, Ryan Patrick. "Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52707.

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The purpose of this study was to examine the practices middle school principals employed during the supervisory process. This qualitative research study examined the practices middle school principals followed during the pre-observation process, observation process, and post observation process. The study also detailed how the data collected from formal observations and classroom walk-through observations was utilized by middle school principals. Due to the increasing number of responsibilities and mounting pressure to provide quality teacher supervision, the practices employed by middle sc

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Schott, Thomas Jerome. "Rural Virginia Middle School Teachers\' and Students\' Perceptions on the Influence of One-to-one Computers in the Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/49552.

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Children of the 21st century are digital learners and have various technologies at their fingertips. As a result, classrooms have evolved and school systems are equipping students and teachers with the technological tools that are believed to meet the needs of 21st century learners. However, researchers say there is still a need to examine students\' and teachers\' perceptions of, and attitudes about, technology and its use in the classroom (Maninger & Holden, 2009). There has also been a growing interest in knowing if the investment of the technology is having any positive effects in the clas

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Sodat, Clara Lynn Fletcher. "One Principal's Educational Leadership in a Rural and Low-Performing Middle School in Virginia: A Case Study." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2336.

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This case study examined the leadership practices of one middle school principal in a low-performing rural school in Virginia. The experienced principal participant was in his first year of leadership at the school; he had led other low-performing schools to improved achievement that resulted in earning state accreditation as well as meeting federal Adequate Yearly Progress (AYP) student proficiency targets. The focus school had failed to meet AYP for five consecutive years. The qualitative research design for this study included in

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38

Byrd-Wright, Angela Nicole. "How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97061.

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Analysis of multiple data sources revealed a prevalent gap between high school and middle school African American students and their White counterparts in mathematics. Based on these data and a gap in the literature, further research was needed regarding how the mathematics performance of African American students is influenced by culturally responsive leadership and culturally responsive teaching. The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building concep

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Parish, Jennifer Bishop. "School climate and state standards: A study of the relationships between middle school organizational climate and student achievement on the Virginia Standards of Learning Tests." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618697.

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The purpose of this study was to determine the relationship between organizational school climate and middle school student achievement on state assessments. The author also sought to determine the relative weight of each of the factors of school organizational climate (collegial leadership, teacher professionalism, academic press and community engagement) in relation to student achievement. Finally, this study examined the relative effects of organizational climate and the socio-economic status (SES) of participating schools on student achievement.;Suburban, rural and urban middle schools in

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Lopes, Brittany Amanda. "The Status of Student Academic Performance Based on the Demographic Representation of Public Middle School Teachers and Students in the Commonwealth of Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102653.

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The ethnic demographic composition of the United States is changing (NCES, 2014). The increase in diversity in the country, has changed the ethnic demographic composition in public schools. In the 1980s the United States saw an increase in minority educators in public schools (Ingersoll and May, 2016) that continued to rise over the next two decades. Currently, the percentage of minority students in public schools exceeds the percentage of White students. Specifically, in the Commonwealth of Virginia 49% of public school students are ethnic minorities (TDVEP, 2017). The increase in diversity i

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Lewis, Benjamin. "An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2981.

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Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has been a phenomenon that, in spite of improvements, has nevertheless remained persistent for decades. This study sought to identify and derive additional information about the mathematics achievement gap between Black students and White students, and s

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Mullins, Sherry Lynn. "Statistics: Raising the Bar for the Seventh Grade Classroom." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2221.

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After recognizing the need for a more thorough concentration of statistics at the seventh grade level, the author concluded that it would be a good idea to include statistics that cover both seventh and eighth grade Virginia Standards of Learning. Many years of administering the SOL mathematics test at the eighth grade level led the author to the understanding that some of the more advanced seventh graders would be missing some key concepts taught in eighth grade because those advanced students would be taking algebra in the eighth grade. In this thesis, the author has developed four units t

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43

"A view from the principalship: Perceptions of Virginia middle school principals regarding the realization of No Child Left Behind in the public schools." THE GEORGE WASHINGTON UNIVERSITY, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=3360437.

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"An Analysis of Bullying Behaviors at E. B. Stanley Middle School in Abingdon, Virginia." East Tennessee State University, 2005. http://etd-submit.etsu.edu/etd/theses/available/etd-1212105-102455/.

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45

Hobin, Erin Patricia. "Middle school students' concepts of health in Ontario, Canada and the British Virgin Islands and the implications for school health education." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442178&T=F.

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