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The Journal of Early Adolescence
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The Relationship of Middle School Program Features, Instructional Strategy, Instructional Performance, and Student Engagement

John R. Mergendeller

Far West Laboratory for Educational Research and Development

Alexis L. Mitman

Far West Laboratory for Educational Research and Development

This study investigated whether school program features consistent with the middle school concept were associated with differences in teachers' instructional strategy, teachers' instructional performance, or student engagement.

The programs of six schools were classified as consistent or inconsistent with the middle school movement on each of four features: (a) the assignment of students to non-mathematics classes, (b) the establishment of homeroom or core classes, (c) the modification of the standard class schedule, and (d) the use of supplemental counseling approaches. Few relationships were observed between school program features and class-level variables, and these were attributed to chance occurrences. A second analysis conducted at the class level revealed strong relationships between teachers' instructional performance and student engagement, although no relationships were observed between the instructional strategy variables and student engagement. Implications of these findings for the middle school movement and school reorganization and improvement are discussed.

The Journal of Early Adolescence, Vol. 5, No. 2, 183-196 (1985)
DOI: 10.1177/0272431685052003
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L. M. Fenzel and D. A. Blyth
Individual Adjustment to School Transitions: An Exploration of the Role of Supportive Peer Relations
The Journal of Early Adolescence, December 1, 1986; 6(4): 315 - 329.
[Abstract]