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Direct linkHoffman, Lynn M.; Nottis, Katharyn E. K. – NASSP Bulletin, 2008
This mixed-methods study examines young adolescents' perceptions of strategies implemented before a state-mandated "high-stakes" test. Survey results for Grade 8 students (N = 215) are analyzed by sex, academic group, and preparation team. Letters to the principal are reviewed for convergence and additional themes. Although students were most…
Descriptors: Attribution Theory, Student Attitudes, Self Efficacy, High Stakes Tests
Gentilucci, James L.; Muto, Cindy C. – NASSP Bulletin, 2007
Research identifying relationships between principals' instructional leadership behavior and academic achievement is problematic because it fails to consider the perspectives of the "consumer" (i.e., students). Consequently, this study investigated what students perceive principals do to influence their academic achievement. Students identified…
Descriptors: Student Attitudes, Observation, Academic Achievement, Principals
Harris, Sandra; Petrie, Garth – NASSP Bulletin, 2002
This study describes the bullying behaviors reported by 198 students in grade 8 in two middle schools in the same southern city. Of the students, 92% reported observing some type of bullying at their school at least "sometimes." Nearly one half of the students did not tell anyone when they were bullied. Those who did report bullying were most…
Descriptors: Middle Schools, Bullying, Grade 8, Student Attitudes
Peer reviewedKlein, Leon – NASSP Bulletin, 1980
A survey to determine the feelings of sudents attending a new middle school showed a decline in motivation among eighth graders. A majority of parents agreed that school discipline should be stricter. (LD)
Descriptors: Grade 6, Grade 7, Grade 8, Intermediate Grades
Peer reviewedHertzog, C. Jay; Morgan, P. Lena – NASSP Bulletin, 1998
Discusses results of a study examining self-perceptions of students moving from middle level to high schools. Kids reported a significant drop in perceived physical appearance, job competence, romantic appeal, conduct, and global self-worth. A transition team can help eighth graders develop an understanding of the academic rigors and cocurricular…
Descriptors: Case Studies, Cooperative Programs, Focus Groups, Grade 8
Peer reviewedPerry, William C. – NASSP Bulletin, 1996
To counter gender bias effects and improve student learning, staff at a Virginia middle school decided to group eighth-grade students by gender for math and science instruction. Girls felt freer to speak out. Grade point averages in gender-based science and math classes for both girls and boys were higher than in coeducational classes. (MLH)
Descriptors: Educational Benefits, Females, Grade 8, Grade Point Average
Flynn, Leslie; Lawrenz, Frances; Schultz, Matthew J. – NASSP Bulletin, 2005
This study investigates differences in eighth-grade mathematics students' engagement in standards-based curriculum and instruction practices between block and traditional-schedule schools. Survey data were gathered from 156 middle level mathematics teachers to access the use of standards-based curriculum and instruction practices in their…
Descriptors: Block Scheduling, Mathematics Instruction, Grade 8, Comparative Analysis
