The Interplay between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments across the Transition

Autor/inn/en	Ellerbrock, Cheryl R.; Kiefer, Sarah M.
Titel	The Interplay between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments across the Transition
Quelle	In: High School Journal, 96 (2013) 3, S.170-194 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2013.0007
Schlagwörter	Adolescents; Secondary School Students; Transitional Programs; High Schools; Middle Schools; Student Needs; Student Adjustment; Case Studies; Educational Environment; Adolescent Development; Grade 9; Grade 8; Observation; Interdisciplinary Approach; Teamwork; School Schedules; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; Beobachtung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulzeiteinteilung; Qualitative Forschung
Abstract	Understanding the developmental responsiveness of secondary school environments may be an important factor in supporting students as they make the transition from one school to the next. Students' needs may or may not be met depending on the nature of the fit between their basic and developmental needs and secondary school structures at the middle and high school levels (Deci & Ryan, 1985; Eccles & Midgley, 1989; Eccles & Roeser, 2011; Eccles et al., 1993). Continued research on secondary school structures and how middle and high school environments support students' needs is warranted (Caskey, 2011). Specifically, there is a need for research that investigates students for an extended period of time across school contexts to gain a more detailed understanding of how their needs are met within structured and unstructured aspects of both environments. Listening to the voices of those intimately involved in the middle-to-high-school transition, including students along with their teachers and school administrators, may help to extend the literature on how such environments are responsive to the needs of today's adolescents. The current qualitative, constructivist, multi-site case study focused on how students' needs are met within school environments as they make the transition from middle school to high school. (Contains 2 tables, 1 figure, and 1 footnote.) (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10