Kathleen Roney

Student achievement in high performing, suburban middle schools and low performing, urban middle schools plausible explanations for the differences

Utilizing a qualitative, multisite case study design and the theoretical framework of Hoy and Hannum (1997), the design and execution of this research investigates plausible explanations for the difference in student achievement between high performing (HPS) suburban middle schools and low performing (LPS) urban middle schools. Aside from the great disparity in SES, test scores, and funding, findings show stark contrasts between the 2 types of schools with regard to the technical, managerial, and institutional levels of the schools’ organizational health (i.e., teacher efficacy, curriculum articulation, student expectations, collegiality, instructional leadership, institutional integrity, etc.). Outlining quick fixes and easy-to-follow reform initiatives that are not so easy to achieve is a grave disservice and, under these circumstances, promoting best practices as an ecological package promotes false hope. The power of this study encourages us to move away from the structures per se and return to the deeper meaning and purpose under girding them.

Orienting to the Public Good: Developing a Moral Self in the Middle Grades.

Abstract This study takes up the challenge of middle level researchers to investigate the extent to which schools prepare young adolescents to commit themselves to serve the public interest. One way of assessing the orientation of children and adolescents to the public good is through their emerging self-understanding. This study analyzes middle school students’ descriptions of the ideal, real, and dreaded selves. Fewer than half the participants describe themselves with at least one moral characteristic and many of them focus narrowly on attaining material and social success. These findings raise questions about the hidden curriculum of individualism in schools as well as in the wider culture.