Problems of transition between the elementary school and the junior high school

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THE ONIVBRSITr OF OKLAHOMA GRADUATE SCHOOL

/ PROBLEMS OF T8A83ITION BET??SRH THE KLKMKHTAKI SCHOOL AND THK JUNIOR HIGH SCHOOL

A THESIS SUBMITTED TO THE GRADUATE FACULXX in p a r t i a l f o lf il2 « e « t o f th« requireasents f o r th e degree o f DOCTOR OF EDUCATION

bl CHARLES EIAVARL) DIER Noman, Oklahoma 1950

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UNIVERSITY OF OKLAHOMA

L I B R A R Y

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UMI Number: DP10013

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ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346

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do Pupil Responses as to Meed f o r Help in T ra n sitio n from Elementary to Ju n io r HighSchool . . . . III.

39

S ixth Grade Pupil Responses l i s t i n g Kinds o f Problems Causing Trouble i n T ra n sitio n from Elementary to Ju n io r High S c h o o l.................................................

40

IV. S ix th Orade P upil Responses L istin g Kinds o f In fo r­ m ation Desired i n T ra n sitio n from Elementary to ..........................................41 Ju n io r High School V. S ix th Orade Pupil Responses Suggesting Kinds o f Help Ranted in T ra n sitio n from Elementary to Ju n io r High S c h o o l.......................................................................

42

VI. Responses of Seventh Grade P upils to Fourteen Selected Problems o f T ra n sitio n from Elementary to Ju n io r High S c h o o l....................................................... V II. Seventh Grade P upil Responses a s to Problems Encounter­ ed i n T ra n s itio n from Elementary to Ju n io r IflLgh School ,

56 57

V III. Seventh Qrade Pupil Responses L istin g Kinds o f Prob­ lems Encountered i n T ra n sitio n from Elementary to Ju n io r High S c h o o l...............................................................................58 II.

Seventh Grade Pupil Responses O ffering Suggestions to th e Elementary School f o r Smoother T ra n sitio n to th e Ju n io r High S c h o o l...................................................................... 59

X. Seventh Grade Pupil Responses O ffering Suggestions to th e Junior High School fo r Smoother T ra n sitio n from th e S ix th to th e Seventh Grade..............................................60 XI. Seventh Grade Pupil Responses L istin g what They Liked about the Ju n io r High S c h o o l.............................................. 61 X II. The Responses o f S ix th Grade Teachers to Seven S elected Q uestions o f T ra n sitio n from th e Elementary to th e Junior High School • * * » . * « • • • ................... vi

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75

LIST OF TABLES, (Continued) T able

Page

X III.

S ixth Grade Teacher Responses L istin g Kinds o f Prob­ lems Encountered by Sixth Grade Pupils in T ran sitio n from Elementary to Ju nior High S c h o o l..........................................76

XIV.

S ix th Grade Teachers Responses L istin g Suggestions to Elementary Schools f o r B e tte r T ra n sitio n to th e Ju n io r High S c h o o l ...............................................................................77

XV. i XVI.

S ix th Grade Teacher Responses L istin g Suggestions to Ju n io r High Schools fo r B etter T ra n sitio n be­ tween th e S ixth and Seventh Grades . . . . . . . . . . .

78

The Responses o f Seventh Grade Teachers to Seven S elected Questions o f T ra n sitio n from Elementary to Ju n io r High School . . . . . . . . . . .............................

92

XVII. Seventh Grade Teacher Responses to a L ist o f Items Suggested f o r th e Folder o f a Pupil Promoted to th e Seventh G r a d e ...................................................................................93 XVIII.

XIX.

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Seventh Grade Teacher Responses L istin g Items to be Included in th e Folders o f P upils Promoted to Junior High S c h o o l...............................................................................................9X Seventh Grade Teacher Responses L istin g Suggestions to Elementary Schools fo r B e tte r T ra n sitio n to the Ju n io r High School . . . . . . . . .........................................

95

Seventh Grade Teacher Responses L istin g Suggestions to Ju n io r R^gh Schools f o r B e tte r T ra n sitio n from th e S ix th to th e Seventh Grade .................................................

96

XXI.

Elementary A dm inistrator Responses to Six Selected Questions on T ra n sitio n from Elementary to Junior High S c h o o l.............................................................................................107

XXII.

Elementary A dm inistrator Responses to a L is t o f Items Suggested as Problems th a t Cause Seventh Grade Pupil Confusion in th e Ju n io r High School ............................. 108

XXIII. XXIV.

Elementary A dm inistrator Responses L istin g Items to be Included i n the Folder of a T ra n s itio n Pupil

. . . 109

Elementary A dm inistrator Responses O ffering Sug­ g e stio n s to th e Elementary School fo r B atter T ra n sitio n to Junior High School ................................

110

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USX OF TABLES, (Continued) Page

Table

XXV. Elementary A dm inistrator Responses O ffering Sug­ g e stio n s to th e Ju n io r High School f o r B e tte r T ra n sitio n to the Seventh Orade . . . . . . . .

Ill

XXVI. Elementary A dm inistrator Responses Giving Steps Already Taken to Bridge th e T ra n sitio n Gep between the S ix th a id Seventh G r a d e s .....................................

112

XXVII. Ju n io r High A dm inistrator Responses to Six S elected Questions on T ra n sitio n from th e Elementary to Ju n io r High Sahool.................

113

XXVIII. Ju n io r High A dm inistrator Responses to a l i s t o f Items Suggested a s Problems th a t Cause Seventh Grade P upils Confusion i n th e Ju n io r H$gh School . . . . XXIX. Ju n io r Bigh A dm inistrator Responses L istin g Items to be Included i n th e Folder o f a T ra n s itio n Pupil

114

. . . 115

XXX. Ju n io r Bigh A dm inistrator Responses O ffering Sug­ g e stio n s to th e Liementary^Scbool f o r B e tte r T ra n s itio n to th e Junior High S c h o o l .......................................116 XXXI. Ju n io r High A dm inistrator Responses O ffering Sug­ g e s tio n s to th e Ju n io r High School f o r B e tte r T ra n s itio n to the Seventh Grade ....................

117

XXXII. Ju n io r High A dm inistrator Responses Giving Steps alread y Taken to Bridge th e T ra n s itio n Gap between th e Sixth and Seventh G r a d e s ...................................... 118 XXXIII. T o tal A dm inistrator Responses to S ix S elected q uestions o f T ra n sitio n from Elementary to Ju n io r High School . . . . . . . . . . . . . . . . . . .

119

XXXIV. T o tal A dm inistrator Responses to a l i s t o f Items Suggested a s Problems tk a t Cause Seventh Grade P upil confusion in the Ju n io r High S c h o o l.............................. 120

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PROBLEMS OF TRANSITION BETWEEN THE ELEMENTARY SCHOOL AND THE JUNIOR HIGH SCHOOL CHAPTER I THE PROBLEM -

^The Commission on A rtic u la tio n o f Units of American Education of

th e Department o f Superintendence o f th e N ational Education A ssociation *i has defined a r tic u la tio n a s , That adequate r e la tio n o f p a rt to p a r t which makes f o r continuous forward movement. In terms of education, i t im plies such a d ju st­ ment and r e la tio n s h ip between and w ith in school u n its a s to perm it every p u p il to make progress a t a l l p o in ts in h is school c a re e r. A ll fa c to rs which tend to impede progress are looked upon as evidence o f poor a r tic u la tio n . i

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This d e f in itio n by th e Commission on A rtic u la tio n gives

strong

emphasis to the growing b e lie f th a t th e public school should be a con-

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tin u o u s system o f education. be

Pupil progress through the school should

continuous from th e kin d ergarten or nursery, i f a nursery i s pro-

v id ed , through the sen io r high school or ju n io r c o lleg e, i f a ju n io r co lle g e i s provided.

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For ad m in istra tiv e purposes, a school system i s divided in to

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se v e ra l u n its .

The nursery, i f one i s provided, and th e k i n d e r g a r t e n

1A rtic u la tio n Commission, A rtic u la tio n of Units o f American Education, Seventh Year Book, Department of Superintendence, N ational Education A ssociation, 1929, Foreword. 1

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|a r e g en erally sep arated , a t le a s t p a r t ia ll y , from th e o th er u n its .

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There i s a growing tendency, however, to include these d iv isio n s in th e u n it re fe rre d to q u ite o fte n as th e primary school.

The primary school

u su a lly c o n sistin g o f the k in d erg arten and th e f i r s t th re e grades i s sep arated from th e upper grades of th e elementary sohool in varying d eg rees.

The sep a ra tio n v a rie s a l l th e way from a f u l l break when th e

primary u n it i s housed in a sep arate b u ild in g , as in neighborhood sch o o ls, to the mere rec o g n itio n o f th e primary grades as a u n it in th e re g u la r elementary sohool. The in term ediate school which u su ally c o n s is ts o f th e fo u rth , f i f t h , and s ix th grades and th e primary sohool make up the elem entary school.

The elem entary school i s alm ost com pletely separated from th e

next higher u n it o f education, the ju n io r high school.

The ju n io r and

se n io r high schools a re sep arated by d if f e r e n t b u ild in g s, but th e admin* i s t r a t i v e p ra o tio e e , th e build ing r o u tin e , and th e methods o f teaching a re more o r le s s s im ila r i n n a tu re , and th e break between th ese two u n its i s not as sharp nor as abrupt as the break between th e elementary school and th e ju n io r high sohool.

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The break between the elem entary and th e ju n io r high u n its o f

education inclu d es a sep arated ju n io r high school b u ild in g , which i s la r g e r , more e la b o ra te , and a t a g re a te r d istan ce fro® th e p u p il's home than th e elem entary sohool he has been a tten d in g .

The break

between th ese two u n its a ls o in clu d es a more complicated kind o f ad-

( m in is tra tio n ,

a somewhat d if f e r e n t type o f curriculum , a strange and

sometimes confusing build in g ro u tin e , and a d iff e r e n t teaching p ra o tic # I I A ll y f th e phases o f sohool l i f e are considerably d ifferen t, from

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3 ed u catio n al environment to which the elem entary school p u p il has been accustomed. J a Uany p u p ils a re ab le to a d ju st them selves to t h i s new and more com plicated ed u catio n al environment w ithout too much d if f i c u l t y .

Some

p u p ils are tro u b le d , confused, and lo s t in varying degrees f o r a number o f weeks when they erase face to face w ith t h i s ra ttie r sudden change in t h e i r approach to school l i f e ; a change which c a l l s f o r so many rap id and numerous adjustm ents on th e p a r t of new p u p ils .

P u p ils, p a re n ts,

te a c h e rs , and a d m in istrato rs a re a l l concerned w ith the su ccessfu l t r a n s i t i o n o f boys and g i r l s from th e elementaxy school to th e ju n io r high sch o o l.

I t i s between th e se two u n its o f education th a t c a re fu l

guidance work i s needed to make th e tr a n s itio n from one to th e o th e r smoother and e a s ie r . James ft. Richardson, i n discussing th e s u b je c t says, The reorganised (3-3 type o fj secondary school system was proposed i n p a r t f o r th e purpose o f smoothing out th e d i f f i c u l t i e s encount­ e red by p u p ils w hile making th e t r a n s it io n from th e elem entary to th e high sohool. An im portant fu n c tio n o f th e ju n io r high school was to provide a ramp over th e abrupt break between the two u n its . Q uestions have been ra is e d about th e value o f th e ju n io r high sohool as a ram p-building, gap-bridging u n it between th e elemen­ ta r y school and th e high school. The b e l ie f has been strong th a t th e in c lu sio n o f th e new unit* i n the sch o o l systems has not solved th e a r tic u la tio n problems f o r which i t was inten d ed .* Which u n it, th e sending school o r th e receiv in g school, i s the c h ie f source o f th e d i f f i c u l t i e s encountered by p u p ils en terin g the ju n io r high school?

The ad m in istra to rs and th e te a c h e rs of eaoh u n it

^James W. Richardson, Problems o f A rtic u la tio n Between th e Units o f Secondary E d u catio n .(New York: Bureau o f P u b licatio n s, Teachers C ollege, Columbia a d v e r s i t y , 1940), p. 3*

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m aintain the fa u lt ia not e n tire ly t h e i r own.

The ju n io r high school

holds the elem entary sohool responsible f o r many of th e d i f f i c u l t i e s th e p u p ils encounter when promoted from the elem entary school.

The elemen­

ta ry sohool hold* the ju n io r high school resp o n sib le f o r receiv in g and su c c e ssfu lly ad ju stin g th e seventh grade p u p il to th e new school en v iroraaent.

The elem entary school suggests th a t the ju n io r high school

should accept i t s new p u p ils a s th e y cons and make p ro v isio n s f o r such d e fic ie n c ie s a s th e p u p il say possess when be leaves th e s ix th grade. The ju n io r high school i n s i s t s , t h a t p u p ils en terin g from th e elem entary school have not always been p roperly prepared f o r a happy and eu co eeifu l adjustm ent to t h e i r new school environment.

Mild com plaint and accu­

s a tio n w ill not eolve th e problems o f tr a n s i t i o n between th e two schools, hence th e need f o r a study which w i l l re v e a l th e d i f f i c u l t i e s o f a r tic u ­ l a t i o n between the elem entary and ju n io r high schools. The blame fo r inadequate a r t ic u la ti o n between th e elem entary school and th e Ju n io r high school should not be placed on e ith e r u n i t,

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th e ju n io r high school nor th e elem entary school has made any

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a e rio u s

e f f o r t , in a co -o p erativ e way, to e s ta b lis h a b e t te r and more

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e f fe c tiv e tr a n s itio n o f th e p u p ils passing from one to th e o th e r sohool.

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Sach has been concerned c h ie fly w ith th e pro g ress o f th e p u p ils w ith in

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i t s own u n it, w ithout riv in g very much a tte n tio n to th e rssed f o r an

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adequate study and o rg a n isa tio n o f the fa c to rs involved a t th e p o in t o f

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c o n ta c t between the two schools. At t h i s p o in t o f c o n ta c t, th a t i s , between th e s ix th and seventh grudes, th e re a re d iffe re n c e s in th e school environment which o fte n c re a te problems of adjustm ent f o r tra n s f e rr in g p u p ils; problems which

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they must meet and solve i f they are to ?eall&« fu tu re success in school.

I t i s th e re s p o n s ib ility o f the ad m in istra tiv e and teaching

personnel o f both schools to help tra n s f e rr in g p u p ils to bridge t h i s gap w ith th e g re a te s t p o ssib le amount o f happiness and success.

It is

t h e i r duty to become acquainted w ith f a c t s , obtained through research , and, th en , to organise and use t h i t Inform ation in th e b e st p o ssib le way to f o s te r , f o r t r a n s i t i o n p u p ils, su ccess, growth, and c o n tin u ity in t h e i r school p ro g ress. -

The problems o f a r tic u la tio n between tb s elem entary sohool and

th e ju n io r high school have grown i n d if f ic u lt y as th e sohool population i n th e secondary sohool has in creased .

The number o f c h ild re n i n th e

seventh grade o f th e ju n io r high school i s p r a c tic a lly th e same a s th e number o f o h ild ren i n th e s ix th grade of th e elem entary school.

It

seems f a i r t o assume t h a t many d ev iates are t o be found i n th e th re sh o ld grade o f th e secondary sohool.

I t seems f a i r , a ls o , to p o s tu la te th a t

many o f the d ev iates found i n th e lower q u a r tlle of understanding and achievement become tr a n s itio n problems. |

T h e n m ental, p h y sic a l, or

s o c ia l d ev ia te s were ab le to m eet, in a more o r le s s s a tis f a c to r y manner, many o f the ro u tin e a c t i v i t i e s and c la s s requirem ents i n th e sm aller and le s s com plicated elem entary school.

When th ese p u p ils reach th e la r g e r

and more com plicated ju n io r high sohool, q u ite o fte n they fin d themi

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d iff e r e n t methods of teach in g , to g re a te r freedom and independence, and

selv e s confused and l o s t i n t h e i r new environment. T heir su ccessfu l adjustm ent to a d if f e r e n t b u ild in g ro u tin e , to

d if f e r e n t c u r ric u la r demands, t o new e x tra c u rric u la r a c t i v i t i e s , to

to th e s o o ia l l i f e o f th e new school i s slow end la b o rio u s. i

In f a c t

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6 i t i s a q u estio n whether o r not manor o f th ese d e v ia te s ever adapt them­ selv e s very su c ce ssfu lly to the new and changed environment i n which they a re plaoed. There seems to be l i t t l e doubt th a t some o f th e d i f f i c u l t i e s which p u p ils encounter i n th e process o f tr a n s itio n a re , more o r le s s , b e n e fio ia l and h e lp fu l to many o f them in t h e i r growth and development. There are problems a r is in g out o f th e d i f f i c u l t i e s encountered by th e tra n s fe rre d p u p il which chaUlrqges him to f u rth e r development, inoreased growth, and g re a te r success in h is new school.

The p u p il who i s net

prepared adequately f o r th e t r a n s itio n from one u n it to the o th e r, be­ cause o f d iffe re n c e s i n th e u n its , faoes d i f f i c u l t i e s and o b s tru c tio n s. The new problems in th e environs*nt o f th e seventh grade a re muoh more lik e ly to h inder and I n te rr u p t th e c o n tin u ity o f h is p rogress i n school th a n they a re lik e ly to challenge and help him. -2

The problem o f tr a n s i t i o n from th e elem entary to th e ju n io r

high school i s more comprehensive th a n merely b u ild in g a ramp between th e two sohools to bridge th e gap th a t a r is e s out o f th e d if f e r e n t ad­ m in is tra tiv e p o lic ie s , teach in g methods, eoursem o f study, and school a c tiv itie s .

There a re o th e r d i f f i c u l t i e s which help make th e problem

o f a r tic u la tio n com plicated and d i f f i c u l t to so lv e.

This study

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attem pt to d isco v er, t o an aly se, and to solve some o f th e problems o f I

tr a n s itio n from the s ix th to th e seventh grade.

I f th e fin d in g s o f

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th e study prove h e lp fu l in fu rn ish in g inform ation valuable to th o se concerned w ith the problems o f t r a n s itio n from th e elem entary sohool

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to th e ju n io r high school, th en , th e reward f o r la b o r done w i l l have been ample.

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The Problem As Others See I t The developing boy and g i r l , young adoleaoents, want to venture f o r t h and make many ex p lo ratio n s in wider f ie ld s and broader a re a s . Boys want to study and work in r e a l shops, to have man te a c h e rs, and to tak e an a c tiv e p a rt i n organised games.

G irls want to develop b e tte r

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t h e i r rap id ly growing bodies through p h y sical e x e rc ise s , to study and work in r e a l homemaking rooms, and to le a r n f i r s t hand a c tu a l f a c ts about th e job of b u ild in g and d ire c tin g a hose.

Both th e boys and th e

g i r l s want to have g re a te r freedom of a c tio n and th in k in g , more inde­ pendence and r e s p o n s ib ility , and to be an a c tiv e p a r t o f an i n s t i t u t i o n where th e re i s p len ty o f a c t i v i t y .

They want to belong to c lu b s, p lay

i n o rc h e stra s, to have acoess to w ell-equipped and a t tr a c tiv e l i b r a r i e s , and t o li v e , work, and play w ith people o f t h e i r own age and k in d . The ju n io r high sohool has been organised, in varying degrees, as a t r a n s i t i o n sohool.

The m atter o f a r tio u la tio n between th e e le ­

mentary school and the ju n io r high school i s one w ith which a l l members

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of th e personnel o f both schools should be g re a tly concerned.

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quently one o f th e c h ie f fu n ctio n s o f the ju n io r high sohool i s t h a t of

Conae-

helping th e growing and developing p u p il through th e d i f f i c u l t i e s and problems th a t a re lik e ly to b e se t him in th e e a rly adolescent y e a rs. The problems o f t r a n s itio n which a re lik e ly to grow o ut of th e passage from th e elem entary to the ju n io r high school should become a v i t a l

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I n te r e s t of both schools.

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A review o f r e la te d research gives us a view o f th e problem as

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some o th e r stu d e n ts and w r ite rs see i t .

Randall J . Condon, th en

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8 P resid en t o f th e Department o f Superintendence, n a tio n a l Education A sso ciatio n , appointed a commission in A p ril, 1926 to study th e a r tio u la t i o n o f u n its o f American education.^ The work o f th i s commission, although not e x te n siv e , gave considerable impetus to the idea o f b e tte r a r t ic u la ti o n in our system o f public schools.

Ten y ears l a t e r , in 1936,

the Baltim ore Board o f School Commissioners ordered a stucfy o f th e a r t ic u la ti o n between th e elem entary and th e ju n io r high schools of B altim ore.2 S h ile t h i s study was lim ited to an in v e s tig a tio n which sought t o disco v er th e problems o f a r tic u la tio n between th e se two u n its o f ed u catio n i n the schools o f Baltim ore, i t influenced r a th e r w idely, th e th in k in g on th e problem o f tr a n s itio n from th e elementary to the ju n io r high school. James B. Speers, J r . , has w ritte n an a r t i c l e which covers a study o f a r tic u la tio n fa o to rs in two counties i n Texas.3

This study,

although lim ited to a t& oll a re a , a tta c k s the problem from th e view­ p o in t o f th e p u p ils and th e p aren ts as w ell as from th e view -point of th e te a c h e rs and a d m in istra to rs .

A number of s ta te s are doing sim ila r

re se a rc h work toward b e tte r a r tic u la tio n between th e u n its of education. Most o f th e se s tu d ie s , such as th a t being dene in JSLchigan and Indiana, ^-A rticulation Commission, A rtic u la tio n o f Units o f American Education, (uashington,D .G. i K atio m l Education A ssociation, bapartaent uoara ox jonoux uwanxaaxuiierD, ^ u i c u l a t i o n Of Elementary and Ju n io r High Schools in B altim o re,” Elementary School Journal, Vol. 36, June, 1936, pp. 730-731B. Speers, J r . , "Recent Trends in A rtic u la tio n With Opinions of P u p ils, P aren ts, and T eachers,” Educational A dm inistration and Supervision, Vol. 33, February, 1947, pp. 65-*?4.

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9 d e a l p rin c ip a lly w ith th e higher u n its of education.

C a lifo rn ia ,

e s p e c ia lly in some o f the c i t i e s o f C a lifo rn ia , i s making considerable e f f o r t to e s ta b lis h a workable and h e lp fu l program o f a r tic u la tio n which should prove u se fu l in solving sense of th e problems o f tr a n s itio n between the elementary and the seoondazy schools. Opinions from a number o f o th er re c e n t a r t i c l e s are given belowt One o f th e f i r s t e s s e n tia ls fo r a good sound program o f a r tic u la ­ ti o n between th e elem entary and th e ju n io r high schools i s th e ac­ ceptance o f a common philosophy o f education. Unless th e re i s an agreement between th e two segments of th e sohool system on th e major aims o f education, any attem pt to a r tic u la te th e two u n its w i l l be a r t i f i c i a l . 1 Orowth toward school pro g ress should be continuous. I t should pro­ g re ss n a tu ra lly and smoothly, le v e l by le v e l, in unbroken sequence throughout a l l th e subsequent ed u catio n al experience o f th e i n ­ d iv id u a l. T his p ro g ress can b est be r e a lis e d only when some s o rt o f ed u catio n al c o -o rd in a tio n , a r tio u la tio n , o r in te g ra tio n i s maximally employed. The ju n io r high school must provide an adequate and n a tu ra l c o n tin ­ uance o f th e work o f th e elem entary school, and i f p o ssib le i t m ist c o rre c t a l l re ta rd a tio n and shortages e x is tin g in ary o f th e p u p il p erso n n el. The elem entary school i s an a c ti v ity school and l i f e s itu a tio n s on th e le v e l o f th e c h ild and w ith in h is range o f in ­ t e r e s t s are s e t up in co n fig u ratio n s so planned a s to teach th e lesso n s d e s ire d . T h is, to a la rg e e x te n t, must be th e procedure in th e e a rly months o f the o h ild 's experience in th e ju n io r high school. He i s net ready f o r a b s tra c tio n s and g e n e ra litie s.-* At th e o u ts e t, th e seventh grade tea c h e r acq u ain ts h e r s e lf w ith her new c la s s e s as she receiv es them from th e elem entary school. Having stu d ied t h e i r gen eral reco rd s, she proceeds to In v e stig a te in d iv id u a l o ases, to diagnose in d iv id u a l and group d i f f i c u l t i e s ae shown by p a st te s tin g records and personal h is to ry d a ta sub­ m itted to th e ju n io r high school by th e elementaxy school.*

R. 5. Dean, C alifo rn ia Journal o f 3econdajty Education, Vol. 16, December, 1941, p . 458*Story Rogers, jfcthamatios Teacher, Vol. 38, O ot., 1945, p. 252. ^ I b i d ., p. 253. ^ I b id ., p. 254.

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10 B e tte r a r t ic u la ti o n between th e elem entary and ju n io r high schools and between th e ju n io r and se n io r high sohools i n Los Apg^les C ity had I t s in ce p tio n in a genuine in te r e s t on the p a rt o f th e teac h e rs and a d m in istra to rs in th e h ig h e st p o ssib le development o f our boys and g i r l s . We b elie v e i t l a our r e s p o n s ib ility to provide f o r con­ tin u ou s and steady growth f o r th ese p u p ils from th e day they e n te r th e k in d erg arten u n t i l they have graduated from th e sen io r high school, th a t i t i s our duty to make i t a continuous and unbroken p ath , a steady upward clim b, and th a t we must watch w ith g reat care th a t each c h ild be d ire c te d aooording to h is unique p o t e n t i a l i t ie s . In r e a l i t y , in America, we a re one school, not elem entary, ju n io r high, and se n io r high sohool, but because p u p ils a re of d if f e r e n t Biases and ages, hence a t d if f e r e n t stag e s o f development, and be­ cause th ey need d if f e r e n t ty p es o f b u ild in g s and equipment, we have g rad u ally and u n in te n tio n a lly allowed our school to become sep arate sch o o ls. Now th a t we do have sep arate sohools, i t i s one o f our most im portant o b lig a tio n s to stake th e passage from one to th e o th e r as e a s ily and as smoothly as p o s s ib le .^ Each u n it must accept th e p ro g ressiv e philosophy th a t 'ed u catio n i s l i f e , 1 and th a t th e development o f th e whole p e rso n a lity o f th e c h ild i s th e m ajor aim o f th e sohool . . . . (Jnder such a p h ilo so ­ phy, th e elem entary school has a s i t s major concern th e day to day liv in g o f c h ild re n i n a m entally and p h y sica lly h e a lth fu l and stim ­ u la tin g e n v iro ra e n t. This means th a t th e s o c ia l adjustm ent and th e g en eral p e rso n a lity development o f th e p u p ils have been considered more fundamental th a n achieving good marks through m astery o f sub­ j e c t m a tte r. I t neaps th a t each c h ild has been allowed to p ro g ress w ith h is s o c ia l group re g a rd le s s o f h is academic achievement. I t i s the b e l i e f o f many stu d en ts concerned w ith t r a n s itio n problems th a t before much improvement can be made in th e a r tic u la tio n o f p u p ils from u n it to u n it in our school systems some so lid ground work w i l l have to be dona.

The} g en erally advocate c re a tio n of study

and re v isio n committees composed o f teach ers w ith help fro® p u p ils and parent* from a l l le v e ls o f th e tw elve year program o f education.

These

committees should be chosen t o study th e problems o f a r tic u la tio n

in

th e lig h t of th e growth and education o f th e "wholec h ild ."

W riters

^K atherine Lee Cary, C a lifo rn ia Journal o f Secondary Education Vol. 16, December, 1941, p. 475^ 2Dean, op. e i t . , p . 453.

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■who have made stu d ie s of th e d iff e r e n t phases o f a r tic u la tio n seem to agree th a t t r a n s itio n from le v e l to le v e l and from school to school could be improved by a b e tte r o rie n ta tio n program fo r tr a n s it io n p u p ils .

I t appears to be a g en eral b e li e f th a t a program of guidance,

c lo se ly re la te d to the problems of tr a n s i tio n , should operate between th e k in d erg arten and the f i r s t grade, between tho primary and th e interm ediate grades, between the elem entary and th e ju n io r high schools, and th e u n its o f secondary education.

The fe e lin g s o f stu d en ts and

w r ite rs In te re s te d in th e problems of a r tic u la tio n in d ic a te th a t a much g r e a te r amount o f p e rtin e n t guidance inform ation and m a te ria ls th an i s now subm itted w ith promoted p u p ils should follow each in d iv id ­ u a l from grade t o grade and from school to school.

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CHAPTER I I THE STUDY I

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This study i s made i n an e f f o r t to d isco v er some o f tb s tr a a -

s it i o n problems th a t are encountered by p u p ils who are leaving th e s ix th grade of the elementary sohool and a re en terin g th e seventh grade o f th e ju n io r high school*

I t seeks to fin d o u t, through inform ation

obtained from s ix th and seventh grade p u p ils , s ix th and seventh grade te a c h e rs , and elem entary and ju n io r high a f e in i s tr a to r s , what th e d i f f i ­ c u ltie s a re th a t b eset p u p ils during th e t r a n s iti o n p erio d .

Another

purpose o f th e study i a to le a rn what th e w orries a re f o r p u p ils who are com pleting th e s ix th grade i n th e elem entary school and what th e p e r p le x itie s a re f o r p u p ils who a re beginning seventh grade work in the ju n io r high sohool.

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A fu rth e r purpose o f tills study i s to analyse th e in fo ra s tlo n obtained from th e q u estio n n aires answered by p u p ils , te a c h e rs, and ad­ m in is tra to rs .

From th e inform ation th u s obtained, i t should not be

d i f f i c u l t to determ ine whether or not problems o f t r a n s i tio n do e x is t fo r p u p ils a r tic u la tin g between th e s ix th and seventh grades.

A f in a l

purpose, beyond determ ining the existence or nonexistence o f tr a n s itio n problems, i s to le a rn what p a r tic u la r d i f f i c u l t i e s tend to c re a te tr a n j

s it i o n problems f o r p u p ils tra n s fe rrin g from th e elem entary sohool to

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13 the ju n io r high school. Approach to th e Study The approach to the study of the problems o f t r a n s itio n from the s ix th to th e seventh grade was made in th re e ways.

The f i r s t approach

was made by ra th e r extensive readings i n th e m a te ria ls th a t a re a v a il­ ab le on th e s u b je c t.

The second approach was made through personal con­

fe re n c e s w ith a number o f tea c h e rs and ad m in istra to rs i n both schools. These conferences included a sm all number o f d ire o to rs o f elem entary and secondary education and su p erin ten d en ts.

The t h i r d approach was made by

th e use o f q u estio n n aires whioh were sen t to th e p u p ils i n th e s ix th and seventh g rad es, th e te a c h e rs i n th e s ix th and seventh grades, and th e ad m in istra to rs o f th e elem entary and ju n io r high schools i n Oklahoma C ity , i n T ulsa, and i n W ichita. r

The amount and kind o f reading m a te ria ls th a t could be found on

th e m ahject o f a r t ic u la ti o n between th e s ix th and seventh grades are r a th e r lim ite d .

Those undertaking th e w ritin g of a r t i c l e s on the

problems o f tr a n s i t i o n between th ese two u n its o f education were some­ what handicapped by the s o a re lty o f inform ation r e la tin g to t h i s par­ t i c u l a r phase o f ed u catio n .

While some w r ite r s were ab le to express

l i t t l ^ more th a n personal opinions and id e a s , o th e rs , such a s Katherine Lee Carey o f the Los Angeles C ity Schools (see quote p . 10) speak from p o s itiv e , firs th a n d knowledge and experience. *

To supplement what has been w r itte n r e la tiv e to th e problems o f

tr a n s itio n , t h i s study has been developed as a s c ie n tif ic and p r a c ti­ cab le approach to th e su b jec t o f tr a n s it io n .

I t i s hoped th e study w i ll

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u re v e a l not only what many o f the problems o f t r a n s i tio n a re , but w ill give g e n e ra lly dependable r e s u l ts which may be used in whatever e f f o r t i

i s made t o solve th e se problems.

Once th ese problems are discovered and

i s e t out i n a c le a r and understandable manner, they can be analyzed and recommendations can be made f o r elim in atin g them, i n p a rt a t le a s t , i n th e two schools concerned. *■

The q u e stio n n aires

y ield ed many illu m in a tin g responses from

n early te n thousand boys and g i r l s in the s ix th and seventh grades, alm ost th re e hundred te a c h e rs i n th ese grades, and more than one hundred a d m in istra to rs i n th e elem entary and ju n io r high aohools.

The r e s u lt s

obtained from th e q u e stio n n a ire s, i n a d d itio n to throwing considerable l i g h t on th e d i f f i c u l t i e s p u p ils experience i n t h e i r passage from th e s ix th to th e seventh grad e, should be h e lp fu l in th e so lu tio n o f th e a d m in istra tiv e problems involved in th e a r tic u la tio n o f p u p ils the two sohool u n its .

The

between

study should prove h e lp fu l to th e elem entary

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school and to th e ju n io r high school in discovering th e d iffe re n c e s between them i n a d m in istra tiv e p ra c tic e s , b u ild in g ro u tin e , o ffic e p ro -

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cedure, c u r r ic u la r ohanges, teaching methods, school a c t i v i t i e s , and

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th e s o c ia l l i f e o f the two sch o ols.

This study should prove u se fu l in

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b u ild in g a program o f a r t ic u la ti o n which w i ll r e s u l t i n a smoother and

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e a s ie r p u p il t r a n s i t i o n between th e two u n its o f education and in a i j

b e t t e r and more c o -o p erativ e p u p il adjustm ent between th e elem entary

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and th e ju n io r high schools.

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lim it o f the Study

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This study i s lim ite d to th e co n sid e ratio n o f the d i f f i c u l t i e s

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15 and th e problems which p u p ils encounter during th e period of tr a n s itio n from th e elem entary school to th e ju n io r high sohool.

I t i s an attem pt

to d isco v er w hether th e d iffe re n c e s in th e environments of th e two schools do o re a te problems f o r tr a n s it io n p u p ils .

The study seeks per­

sonal and d ir e c t inform ation about th e problems which boys and g i r l s meet when they t r a n s f e r from the s ix th to th e seventh grade.

An e f f o r t

i s made to d isc o v e r, through d ire c t responses from p u p ils , th e edu­ c a tio n a l, th e p h y sic a l, the s o c ia l, and th e em otional d i f f i c u l t i e s th e se p u p ils experience during th e few weeks before and th e few weeks a f t e r they change from th e sending to th e receiv in g school. The in v e s tig a tio n i s r e s t r i c t e d to the publio school stysterna o f Oklahoma C ity, Oklahoma; T ulsa, Oklahoma; and W ichita, Kansas.

It

i s re a d ily adm itted th a t th e study i s not exhaustive.

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CHAPTER I I I THE QUESTIONNAIRES liv e q u e stio n n a ire s, each o o n aistin g o f two p a r ts , are used in t h i s stu d y .

These q u e stio n n a ires are as fo llo w s: (1) th e q u estio n n aire

to s ix th grade p u p ils , (2) th e q u estio n n aire to seventh grade p u p ils , (3) th e q u estio n n aire t o s ix th grade te a c h e rs, (4) th e q u estio n n aire to seventh grade te a c h e rs, and (5) th e q u estio n n aire to a d m in istra to rs . (See Appendices I to X).

The two d iv isio n s o f th e q u estio n n aires w ill

be explained i n those paragraph? where each q u estio n n aire i s considered In d iv id u a lly . The purpose o f th e q u e stio n n aires i s to discover and lo c a te elem ents in th e t r a n s i t i o n o f p u p ils from th e e le m e n ta ry school to th e ju n io r high school which beacne problems f o r th ese p u p ils .

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The q u estio n -

n a ire s were prepared and d is tr ib u te d w ith th e idea in mind th a t they would c o n s titu te a means o f lea rn in g from s ix th grade p u p ils, t h e i r

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te a o h a rs, and t h e i r p rin c ip a ls some o f the w o rries, d i f f i c u l t i e s , and problems beys and g i r l s encounter during th e tim e they make th e passage from th e s ix th to th e seventh grade. What are th e problems which worry and tro u b le s ix th grade p u p ils who are preparing to e n te r th e seventh grade?

What a re th e d i f f i c u l t i e s

th a t c re a te an x iety and tro u b le f o r seventh grade p u p ils during t h e i r

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17 f i r s t few weeks In the ju n io r high school?

How do s ix th grade teach ers

see and understand the a n x ie tie s and d i f f i c u l t i e s o f t h e i r p u p ils?

Vhat

do the seventh grade te ac h ers discover to be p e r p le x itie s and problems fo r t h e i r beginning pup ils?

What are the d i f f i c u l t i e s and th e problems

o f t r a n s itio n p u p ils as observed by a d m in istra to rs of both schools? The q u e stio n n aires are devised to o b tain d ir e c t responses from p u p ils , te a c h e rs, and a d m in istra to rs .

These responses should perm it th e

expression o f t h e i r perso n al experiences w ith many o f th e problems in ­ volved in th e tra n s f e r o f boys and g i r l s between th e two tr a n s itio n grades.

I t i s hoped th a t th e se responses w ill d isc lo s e a s u f f ic ie n t

number o f t r a n s itio n problems to supply, p a r t ia ll y a t l e a s t, s a t i s ­ fa c to ry answers to th e above q u estio n s. The Q uestionnaire to S ixth Grade P upils The q u estio n n aire to s ix th grade p u p ils i s divided in to two p a r ts ,

f o r t one (See Appendix I) c o n s is ts o f th e sim ple d ire c tio n s to

p u p ils fo r answering the q u estio n n aire, and e ig h t se le c te d statem ents fo r them to answer by responding "Yes" o r "Ho" o r "Doesn’t M atter" to each of the statem en ts,

f o r t two (See Appendix I I ) c o n s is ts of th re e

req u ests asking s ix th grade p u p ils to i (1) express fre e ly whatever tro u b led and bothered them as they prepared to e n te r th e seventh grade, (2) mention the kinds o f inform ation they would lik e to receive about the ju n io r high school, and (3) l i s t what they th in k th e teach ers and the schools could do to help thsm make a smoother tr a n s itio n . The purpose o f th e q u estio n n aire to s ix th grade p u p ils i s to fin d out d ir e c tly from the boys and g i r l s them selves ju s t what a n x ie tie s

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18

and problems tro u b led them as tliey approached the time f o r completing th e i r work in the elem entary school and looked forward to beginning a new school l i f e i n the ju n io r high school.

The statem ents o f the

q u estio n n aire may be answered by placing an "X" a f t e r one o f th re e ex p ressio n s.

An "X" i s to be placed a f t e r "Yes" i f th e statem ent co in ­

cid e s w ith the experiences o f the p u p il answering th e q u estio n n a ire . An "X" i s to be placed a f t e r "No" i f the p u p i l's experiences are con­ tr a r y to th e statem en t. i

An "X" i s to be placed a f t e r "D oesn't M atter"

i f th e statem ent has no bearing on the experiences o f th e p u p il.

The

p u p il i s a t lib e r ty to answer th e th re e item s l is te d in P art Two o f th e q u estio n n aire in h is own words determ ined only by h is experiences a s a s ix th grade p u p il who i s preparing to e n te r ju n io r high sohool. Tha r e s u l t s o f th e q u estio n n aire to s ix th grade p u p ils are shown i n th e f i r s t fiv e ta b le s given in Chapter IV.

These ta b le s

show th e responses o f s ix th grade p u p ils by number and by p ercen t to th e e ig h t statem ents appearing in P art One and t o th e th re e item s l i s t e d i n P art Two o f th e q u estio n n aire. i

The Q uestionnaire to Seventh Grade P upils The q u estio n n aire to seventh grade p u p ils has two p a r ts ,

ffert

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one (See Appendix I I I ) c o n s is ts of th e d ire c tio n s to p u p ils f o r answer­ ing the q u estio n n aire and fo u rteen se le c te d problems f o r them to con­ s id e r and to answer by responding *yes" or "No" or "No D iffe re n t" I I 1

according to t h e i r e a rly experiences in th e seventh grade.

P art Two

(See Appendix IV) c o n s is ts o f fo u r item s requesting p u p ils to l i s t

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19 from t h e i r own experiences! (1) th e problems which tro u b led and bothered them aa beginning seventh grade p u p ils, (2) t h e i r suggestions to th e ju n io r high sohool fo r helps which would a s s i s t them to s e a t success­ f u ll y tr a n s itio n problems, (3) t h e i r suggestions t o th e elementary school fo r overcoming th e d i f f i c u l t i e s encountered by beginning seventh g rad e rs, apd (4) what, a s beginners, they lik ed about th e ju n io r high school. The purpose o f th e q u estio n n aire to the seventh grade pu p ils i s to le a rn through d ir e c t response from them what d i f f i c u l t i e s and problems b eset them during t h e i r f i r s t few weeks i n ju n io r high school. The statem ents o f th e q u estio n n aire may be answered fay p lacin g an MX" a f t e r one o f th re e ex p ressio n s.

An "X* i e to be placed a f t e r "Yes" i f

th e problem expressed i n th e statem ent i s sim ilar t o th e experiences o f the p u p il.

An "I** i s to be placed a f t e r "So" i f th e problem given

i n the statem ent has been o f l i t t l e or no bother to th e p u p il.

An "X"

i s to be placed a f t e r "Ho D iffe re n tMi f th e p u p il fin d s th e problem mentioned in th e statem ent i s no d iff e r e n t than th e same problem was |

i n th e elem entary school,

Ihe responses to th e fo u r item s given in

P a rt Two o f the q u estio n n aire a re to be i n th e p u p i l's own words |

fre e ly taken from h is own personal experiences as a beginning ju n io r

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high p u p il. The r e s u lts o f th e q u estionnaire to seventh grade p u p ils are shown i n Tables 71 to XI in c lu s iv e . 17.

These ta b le s a re given i n Chapter

The ta b le s show th e responses of seventh grads p u p ils fay number

and by percent to the fo u rteen problems appearing i n P art One and to th e fo u r item s l i s t e d i n P art Two o f th e q u e s tlo o m ire . i Ii I Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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The Q uestionnaire to S ixth Qrade Teachera The q u estio n n aire to th e s ix th grade te a c h e rs i s in taro p a r ts . P art One (See Appendix V) has d ire c tio n s to te a c h e rs f o r answering the q u e s tio n n iire , and seven se le c te d questions fo r them to answer by re ­ sponding “Yes1’ o r "Ho* o r "Not necessary" to each o f th e q u estio n s. P a rt Two (See Appendix VI) c o n s is ts of th re e item s.

Teachers a re

requeetod to namet (1) th e problems which th ey th in k tro u b le s ix th grade boys and g i r l s who are preparing to e n te r ju n io r high school, (2)

th e th in g s which th e .elem entary school could do to help boys and

g i r l s to make a smoother t r a n s itio n from th e s ix th to the seventh grade, and (3) th e ways i n which th e ju n io r high sohool could help make smoother th e passage o f p u p ils tra n s f e rr in g from th e s ix th t o th e seventh grade. The purpose o f th e q u estio n n aire to s ix th grade te a c h e rs i s to x~ le a r n from them what d i f f i c u l t i e s they have observed t o be problems f o r s ix th grade p u p ils who are prospective seventh g rad ers.

The q u estions

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asked in th e q u estio n n aire nay be answered fay placing an "I" a f t e r one

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o f th re e ex p ressio n s.

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te a c h e r answering th e q u estio n asked fin d s i t to be e s s e n tia lly tr u e .

An "1" i s to be placed a f t e r "Yes" i f th e

An "X" i s t o be placed a f t e r "No" i f she fin d s th e q u estio n asked to be e s s e n tia lly u n tru e .

An "I" i s to be placed a f t e r "Hot Necessary" i f

th e id e a expressed in th e q u estio n seems to th e te a c h e r to have no i

I

bearing on th e problems o f tr a n s itio n .

The teach er i s given an oppor-

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tu n ity to respond a s she wishes to the th re e item s l i s t e d in P art Two. She may w rite f re e ly from h er own experiences a s a te a c h e r o f p u p ils

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21

who a re expecting to e n te r ju n io r high school. The r e s u lts o f th e q u e stio n n aire to s ix th grade teac h e rs are shown in Tables I I I to IV In c lu siv e . Chapter IV.

Those ta b le s are given in

The ta b le s show the responses o f s ix th grade teach ers by

number and by percent to th e seven questio n s appearing In F art One and to the th re e item s l i s t e d in P art Two o f th e q u estio n n aire.

i

The Q uestionnaire to Seventh Qrade Teachers

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There a re two p a r ts to th e q u estio n n aire f o r seventh grade te a c h e rs.

P art One (See Appendix VII) gives simple d ire c tio n s to

te ac h e rs f o r answering th e q u estio n n aire and, i n a d d itio n , has e ig h t se le c te d q u estio n s f o r te a c h e rs to c o n sid e r and t o answer by responding "Yes" o r "Ho" o r "Hot Necessary” to each o f th e e ig h t q u estio n s. Question e ig h t o f P art One has l i s t e d under i t fo u rte e n item s to be answered by p lacin g check marks a f t e r each item .

The te a c h e r may place

e ith e r th re e check marks, two check marks, o r one check mark in th e blanks follow ing each statem ent*

The number o f check marks are to be

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determined by th e te a c h e r 's ev alu atio n o f th e id ea expressed in th e

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Ite su

Three check marks in d ic a te a problem, two check marks a p o ssib le

problem, and one check se rk no problem. ■

c o n s is ts o f th re e item s.

Port Two (See Appendix V III)

In th ese item s te a c h e rs a re asked to l i s t t

(1) any developments, achievem ents, q u a litie s , o r co n d itio n s whioh they th in k should be included in the fo ld e r o f a s ix th grade p u p il, (2) th e ways in whioh th e elem entary school could help boys and g i r l s to make a b e tte r tr a n s i t i o n from th e six th to th e seventh grade, and (3) what th e ju n io r high school could do to help make smoother th e passage o f

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p u p il* between th e two schools.

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The purpose o f th e q u estio n n aire to seventh grade teac h e rs i s to le a rn through t h e i r responses to th e q u estio n s asked w hat, among th e d i f f i c u l t i e s whioh perplexed t h e i r beginning p u p ils , th ey considered to be t r a n s i t i o n problems.

Eaoh q u estio n o f th e q u estio n n aire nay be

answered by p lacin g an HXH a f t e r one o f th re e expressions*

An "I" i s

to be placed a f t e r T e e " i f th e q u estion i s considered by th e te a c h e r to be e s s e n tia lly true*

An "X" i s to be placed a f t e r "Ho* i f th e

i te a c h e r th in k s th e q u e stio n f a l l s to express an e s s e n tia l f a c t.

An

" I" i s t o be placed a f t e r "Not Necessary” i f th e id ea expressed in th e q u estio n i s considered by th e te a c h e r to be

n o n essen tial to th e

p ro cess o f t r a n s i t i o n between th e two schools. The seventh grade teq o h er i s p riv ile g e d to ex p ress f re e ly h er p erso n al experiences i n th e responses she makes to th e th re e item s l i s t e d i n P art Two.

She i s requested to l i s t i n her own words any

t r a n s i t i o n pro b leas which she b e lie v e s are causes o f w orry and tro u b le to h er beginning p u p ils . f [

She i s asked, a ls o , to sake suggestions to

both schools f o r a smoother and a b e t t e r t r a n s i tio n o f p u p ils between

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them. The Q uestionnaire to A dm inistrators

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The q u estio n n a ire to a d m in istra to rs i s divided in to two p a r ts . I

P a rt One (See Appendix IX) c o n s is ts o f th e d ire c tio n s to a d m in istra to rs

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f o r answering th e q u estio n n aire and e ig h t s e le c te d q u estio n s f o r them to answer by responding “Yes* o r "Ho" o r "Not Necessary”, th e response depending upon t h e i r experiences w ith th ese types o f p ro b le as.

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23 Question e ig h t in P art One has l i s t e d under i t twelve item s to be answered w ith check marks placed a f t e r each item .

P a rt Two (See

Appendix X) c o n s is ts o f four item s req u estin g a d m in istra to rs to l i s t i (1) what th e fo ld e r o f a tr a n s itio n p u p il should co n tain , (2) what th e elementary sohool could do to help make p u p il tr a n s i tio n e a s ie r , (3) what th e ju n io r high sohool could do to help reduce tr a n s itio n problems f o r beginning p u p ils , and (4) what s te p s have been taken alread y to bridge the t r a n s itio n gap. The purpose o f th e q u estio n n aire to a d m in istra to rs i s to obt a i n from them responses which would r e f l e c t t h e i r personal experiences w ith th e problems p u p ils u su ally encounter during th e period they are passing from th e elem entary to th e j m i e r high sohool.

The q u estio n ­

n a ire s se n t to th e a d m in istrato rs o f both schools a re id e n tic a l.

How­

ev er, th e item s l i s t e d in P art Two perm it expressions o f an in d iv id u a l natu re which allow

f o r any d iffe re n c e s in th e observations o r th e

experiences o f th e elementary and ju n io r high a d m in istra to rs. The f i r s t s ix questions o f th e q u estio n n aire may be answered ! I

by p lacin g am "X* a f t e r one of th re e expressions* An *X" i s to be

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placed a f t e r "Tes* i f the respondent considers th e q u estion asked to

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be e s s e n tia lly t r u e .

An "X" i s to be plaoed a f t e r "No" i f he b eliev es

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i t to be e s s e n tia lly u n tru e.

An ”XN la to be placed a f t e r "Sot

Necessary” i f he th in k s i t i s not s ig n if ic a n t to th e process o f p u p il tr a n s itio n .

Question seven, as s ta te d above, i s to be answered by

p lacin g cheok marks a f t e r eaoh o f th e tw elve item s appearing below i t . The a & ln ls tr a tQ r Is to place one, two, o r th re e check marks a f t e r i

eaoh item , th e number o f oheaks depending upon how be co n sid ers th e i

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2U

idea s ta te d in th e item .

Three check marks are to be placed a f t e r

those which do c re a te problems, two check marks a f t e r those item s which may c re a te problems, and one check mark a f te r those which have no s ig n ific a n c e .

The responses to th e four item s in P art Two of th e

q u estio n n aire are to be in the a d m in is tra to r's own words which describe h is personal experiences w ith t r a n s itio n p u p ils and th e i r problems.

He

i s a t lib e r ty to fre e ly express h is own comments, suggestions, and recommendations on whatever he con sid ers to be s ig n if ic a n t. The r e s u lts o f the q u estio n n aire to a d m in istra to rs i s shown in Tables XII to XXXIV in c lu s iv e .

These ta b le s are given in Chapter IV.

Tables XXI to XXVI in c lu s iv e give th e r e s u lts from th e responses made by elem entary ad m in istrato rs, and Tables XXVII to XXXII in c lu s iv e , give th e r e s u lts from th e responses made by ju n io r high a d m in istra to rs . Tables XXXIII and XXXIV combine th e r e s u lts obtained from the responses made by the a d m in istra to rs o f both schools.

These ta b le s show th e

responses o f ad m in istra to rs by number and by percent to the seven q uestions i n P art One and to th e fo u r item s l i s t e d in F art Two of i

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th e q u estio n n a ire . V alid ity o f th e Q uestionnaires The item s o f a l l the q u e stio n n aires were o rig in a lly s e le c te d because i t was believ ed the thoughts and problems expressed in the item s were s im ila r to th e problems encountered by tr a n s itio n p u p ils .

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An attem pt was made to arrange the wording o f each statem ent or q u estio n in such a way th a t the p u p il would be helped in h is e f f o r t to a s so c ia te h is own personal experiences w ith the idea expressed in th e

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—•*

item he answ ers.

T his, of course, lay s the statem ents and questions

given in th e q u estio n n aires open to th e c r itic is m th a t they a re in I

some in sta n c e s suggestive in nature*

However, an honest attem pt was

made to e lim in ate or to minimise as much as p o ssib le suggestive ex­ p ressio n s and form s.

I t i s im possible to knoir to what e x te n t th e

resp o n d en t's expressions were influenced by th e wording o f th e s ta te ­ ments and q u estio n s he was asked to answer. The item s which were included in th e o r ig in a l form o f eaoh o f th e q u estio n n aires were based f i r s t , upon th e p ersonal experience o f th e w r ite r ; second, upon th e ideaB received through a number o f con­ feren ces w ith p u p ils , te a c h e rs, and a d m in istra to rs; and th ir d , upon th e f a c tu a l inform ation obtained through r a th e r extensive readings i n th e a v a ila b le to p ic s which r e la te to t h i s phase o f education.

The

o r ig in a l fo ra o f the q u estio n n aire to s ix th grade p u p ils contained 17 item s i n P a rt One and 3 item s i n P art Two.

The o r ig in a l form of

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th e q u estio n n aire to seventh grade p u p ils contained 21 item s in P art one and 4 item s in P art Two.

The o rig in a l form o f th e

q u estio n n aire

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t o s ix th grade te ac h e rs contained 13 item s i n P art One and 3 item s i n

J

I

P art Two.

The o rig in a l form o f th e q u estio n n aire to seventh grade

I

tea c h e rs contained 14 item s in P art One and 3 item s in

P art Two.

The

o rig in a l form o f th e q u estio n n aire to ad m in istrato rs contained 11 item s in P art One and 4 item s i n P art Two. A ll o f th ese o rig in a l q u estio n n aires were subm itted to qy ad v iso r, Dr. £. Torsten Lund.

He f e l t they were too long to receive

c a r e fu l a tte n tio n from the persons who would be asked to answer them. Upon h is advioe, th e q u estio n n aires were brought in to t h e i r p resen t

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26

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f o ra .

( See Appendioes I to I ) .

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grade p u p ils was t r ie d out on 5 s ix th grade o lassea co n sistin g of 159 boys and g irls *

The o rig in a l questionnaire to s ix th

There were sev eral purposes fo r giving the o rig in a l

q u estio n n aire a t r i a l . They are a s followss (1) to a s s e r ta in th e tia e re q u ire d f o r p u p ils to answer th e q u estio n n aire, (2) to determine i f the d ire c tio n s were c le a r and simple enough to be understood by th e p u p ils, (3)

to le a rn how clo sely th e responses of th e p u p ils from eaoh o f the

fiv e rooms c o rre la te d , and (A) to elim in ate those item s whioh appeared |

t o have l i t t l e o r no value by v irtu e o f the f a c t th a t they were mostly o r e n tir e ly ignored by th e p u p ils answering th e q u estio n n aire.

Those

item s i n P art One of the q u estio n n aire which received percentages th a t in d ic a te d good c o rre la tio n were re ta in e d in th e questio n n aire and those item s which received percentages th a t in d ic a te d poor c o r re la tio n were elim in a te d .

This re su lte d in bringing th e q u estio n n aire in to i t s f in a l

form w ith 8 item s in Part One and 3 item s in P art Two. The o rig in a l q uestionnaire to seventh grade p u p ils >

wbb

trie d

out on 4 seventh grade c la s s e s c o n sistin g o f 121 boys and g i r l s .

The

purposes fo r giving the seventh grade questio n n aire a t r i a l are th e same i !

as those mentioned fo r th e s ix th grade.

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p ercentages f o r th e th ree exp ressions, ”Tesn or "Ho" o r "No D iffe re n t" ,

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Those item s which had clo se

were re ta in e d and those item s whioh had e r r a t i c o r widely d iff e r e n t per­ centages were re je c te d .

These fin d in g s re s u lte d in rev isin g the ques­

tio n n a ire in to i t s f in a l form w ith 14 item s in Part One and 4 item s in P art Two. There was no opportunity to tr y out th e o rig in a l q u estio n n aires fo r th e s ix th grade te a c h e rs, the seventh grade teach ers, o r the i

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a d m in istra to rs .

These o rig in a l forms were gone over c a re fu lly In con­

feren ces w ith se v eral te ac h ers and ad m in istra to rs and th e item s which appeared to be w ithout any s ig n if ic a n t value were d iscard ed .

The f in a l

form o f th e q u estio n n aire to s ix th grade te a c h e rs co n tain s 7 item s in P art One and 3 item s in P art Two.

The f in a l form of the q u estio n n aire

to seventh grade teao h ers con tain s 8 item s i n P art One and 3 item s in p a rt Two.

The f in a l form of the questio n n aire to ad m in istrato rs

co n tain s 7 item s i n P art One and 4 item s i n P art Two.

The f in a l fo m s

o f a l l th e se q u estio n n aire s were submitted and accepted by ay a d v iso r.

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CHAPTER IV ANALYSIS OF TRANSITION PROBLEMS ENCOUNTERED BY SIXTH AND SEVENTH GRADE PUPILS j

Five q u estio n n aires were used in t h i s stucfy.

They were answered

by p u p ils in the s ix th and seventh g rad es, by teac h e rs o f th ese two g rad es, and by a d m in istra to rs o f th e elem entary and the ju n io r high schools.

The responses made to th ese fiv e q u estio n n aires were ta b u la te d

and th e r e s u lts given in th e 34 ta b le s appearing in t h i s o h ap ter.

The

c o n stru c tio n o f the ta b le s i s designed to show th e number o f respondents from each of the th re e school systems and the t o t a l number o f persons answering the q u e stio n n a ire s.

For each item in th e ta b le s , th e re i s

given th e number and per cen t of in d iv id u a ls who oheoked, mentioned, o r |

answered th a t p a r tic u la r item .

The number and th e p er cen ts occur in

th e columns f o r each o f th e th ree c i t i e s and th e combined number and i

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p er c e n ts a re riv e n i n th e l a s t , o r " to ta l" , column of each ta b le . In th e d e s c rip tiv e a n a ly s is o f the ta b le s , th e combined or " to ta l" percentages are used i f there has been a high c o rre la tio n o f th e percentages f o r each o f th e school system s.

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However, i f th ere has been

any ap p reciab le divergence in the percentages fo r th e d iff e r e n t c i t i e s ,

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th en , th e percentages f o r each c ity are tre a te d se p a ra te ly . The knowledge o f what phases o f school l i f e in the s ix th and 28

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29

seventh grades which do c r e a te problem* fo r boys and g i r l s who are members of th ese t r a n s i t i o n grades should be s ig n if ic a n t fo r a l l persons concerned w ith th e happy and su ccessfu l adjustm ent o f those p u p ils who a r t ic u la te between the elem entary and th e ju n io r high schools.

I t seems

reasonable to conclude th a t th e r e s u lts obtained from th e responses made by p u p ils , te a c h e rs, and a d m in istra to rs to th e se v e ra l item s c f the q u e stio n n aires should be o f co nsiderable importance in lo c a tin g , in p a r t a t l e a s t , many of the problems enoountered by tr a n s itio n p u p ils . A nalysis o f T ra n s itio n Problems from Responses by S lo th Qrade Pupils The responses to th e e ig h t statem ents i n Table I show p ercent­ ages whioh in d ic a te s im ila r problems o f t r a n s it io n f o r s ix th grade p u p ils i n a l l o f th e th re e c i t i e s p a r tic ip a tin g i n th e study*

I t ap*»

p eare from th e high c o -o rd in a tio n o f th e percentages throughout Table I t h a t a g re a t number o f p u p ils i n s ix th grade classes, do have somewhat id e n tie a l experiences as they approach th e tim e to tr a n s f e r from the s ix th t o th e seventh g rade. The responses made to each o f th e e ig h t statem ents show a la rg e t !

p er cen t o f th e se t r a n s i t i o n p u p ils have a g re a t many problems th a t a re ev id e n tly im portant to them*

The d e s ire f o r p e rtin e n t inform ation

about th e ju n io r high school expressed in p o s itiv e responses from 86.1 p er cen t o f th e p u p ils i n Oklahoma C ity , 88.0 p er cent o f th e p u p ils in T ulsa, 88.7 p er cen t o f th e p u p ils in W ichita, and 87.5 P«r cen t of the p u p ils from a l l th re e c i t i e s in d ic a te th a t th e problem o f obtaining I

needed in fo m a t i« a i s s ig n if ic a n t to most o f th e boys and g i r l s who are

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30

fin is h in g th e s ix th grade. I

(See Item 2, Table I . ) Another i l l u s t r a t i o n

o f the importance o f making a v a ila b le to s ix th g raders proper and wanted

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inform ation about th e ju n io r high sohool i s found in th e req u est of th ese p u p ils f o r an opportunity to v i s i t the ju n io r high sohool. Item 7, Table I . )

(See

A th ir d item o f importance to th e se p u p ils who are

expecting to e n te r ju n io r high school i s th e problem of o b tain in g some perso n al knowledge about the te a c h e rs and th e p rin c ip a ls o f th e new sohool.

A d e sire t o have a b e tte r p ersonal acquaintance w ith th e ju n io r

i high school personnel i s expressed by 79.2 p e r oent o f th e t o t a l number o f p u p ils answering th e q u e stio n n a ire .

(See Item 5, Table I . )

The r e s u l t s o f th e responses a s ta b u la te d in Table I c le a r ly in ­ d ic a te th e importance o f fu rn ish in g s ix th grade p u p ils w ith wanted and needed inform ation about th e ju n io r high sohool to whioh th ey w i l l be promoted and to make p o ssib le c e r ta in p ersonal c o n ta c ts between them and th e ju n io r high school p erso n n el.

About 74.0 p e r oent o f th e t o t a l

number o f p u p ils responding to P art One o f th e q u estio n n aire show need f o r help i n making th e tr a n s itio n from th e elem entary to th e ju n io r high »

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school.

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show by t h e i r responses th a t they need no help (See Item 2, Table I I )

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and 12.0 p er cen t fin d th a t changing from one school to th e o th e r

(See Item 1, Table

n .)

About 14.0 p er cen t o f th ese p u p ils

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"d o esn 't m atter" to them.

(See Item 3 , Table I I . )

The study o f th e responses o f tra n s f e rr in g p u p ils to s p e c ific item s in Table I I I appears to be th e most dependable method o f lo c a tin g t r a n s itio n problems and determ ining t h e i r im portance.

The a n a ly s is o f

p u p il responses to th e item s given in Table I I I should shed considerable lig h t upon th e number and kind o f problems s ix th g raders seem to have as i j i

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31 they e n te r th e period of t r a n s itio n from the s ix th to th e seventh grade. The 12 item s given i n Table I I I were obtained from th e personal re­ sponses made by hundreds o f s ix th grade p u p ils .

In the ta b le are re ­

p o rted th e number and p er cent of p u p il responses from eaoh o f th e th re e school systems which mentioned th e item s l i s t e d in th e ta b le a s problems. Since th e number and p er cent o f p u p il responses from each o f th e th re e c i t i e s correspond very c lo se ly , th e " to ta l" p er cent in th e l a s t column o f th e ta b le o ffe rs a s a tis fa c to ry b a s is f o r considering th e r e s u lts ob­ ta in e d from th e responses of a l l the p u p ils answering th e q u e stio n n a ire . I t seems reasonable to assume th a t problems receiv in g th e high­ e s t number o f responses a re th e most s ig n if ic a n t in th e experiences of those p u p ils answering t h i s p a r t of the q u e stio n n a ire .

Accordingly, the

item s i n Table I I I a re ranked i n descending order from 1 to 11 on th e b a s is o f th e number o f tim es each item was mentioned by th e respondents. Item 12 has no sig n ific a n c e o th e r than to show th e number and p e r cent o f p u p ils responding to o th e r p a r ts of th e q u estio n n aire who did not respond to the req u est fo r a l i s t of problems whioh d istu rb ed them as p ro sp ectiv e seventh g ra d e rs.

Evidently most of th e se p u p ils e ith e r had

no problems or were unable to put in to expressive term s any problems which may have been tro u b lin g them. A nalysis o f p u p il responses to a request fo r a l i s t o f problems which d istu rb e d them should give in d ices o f the d i f f i c u l t i e s which s ix th graders conceive to be t r a n s itio n problems.

In t h e i r responses, s ix th

g rad ers rank f i r s t "sohool work" in the seventh grade (See Item 1, Table I I I ) and they rank l a s t "the p r in c ip a l." (See Item 11, Table I I I . ) Other probleas ranked high were g e ttin g acquainted w ith "new te a c h e r ,"

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32

learn in g the "building r o u tin e /1 avoiding "g e ttin g lo st, " and "lo catin g classroom s." (See Items 2, 3 ,4 , and 5, Table I I I . )

Those problems

l i s t e d in th e lower h a lf o f th e ta b le received th e le a s t number of p u p il responses b u t,

n ev erth eless

they were im portant problems to a siz a b le

segment o f tr a n s itio n p u p ils who need and should receive tr a n s itio n a l guidance* fe a r about th in g s in g eneral bothered only 16.6 per cen t o f a l l

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th e p u p ils answering th e q u estio n n aire, but th e kind o f f e a rs expressed i n t h e i r responses are so d e s tru c tiv e to th e p e rso n a lity and th e w ell­ being o f th e in d iv id u a l th a t every e f f o r t should be made to help th ese boys and g i r l s to avoid such emotional d istu rb a n c e s.

Such f e a rs a s :

doing something wrong, not being understood, making a poor im pression, not understanding d ire c tio n s , f a ilin g to make good, being unnoticed or l e f t o u t, being rid ic u le d , and not having frie n d s a re su re ly tremendously im portant i n th e school experience o f s ix th grade p u p ils . Items 6, 7, and 8, Table I I I . )

,j

(See

Proper inform ation reaching th ese p u p ils

a t the r ig h t tim e would, no doubt, g re a tly reduce th e w orries and th e a n x ie tie s brought about by such f e a rs . i

! i

A study of the tr a n s itio n problems given i n Table I I I brin g s out th e follow ing s ig n if ic a n t f a c ts i 1.

S ix th grade p u p ils need a g re a te r amount o f p e rtin e n t in fo r­

m ation about th e ju n io r high school than they have been able to receive i f th ese p u p ils a re to be spared a g reat d e a l of an x iety and worry over t r a n s itio n problems whioh, in g re a t p a r t, e ith e r do not e x is t o r w ill |

g radually disappear w ith th e normal passage o f tim e. 2.

S ix th grade p u p ils need to have e a s ie r and more freq u en t

i i

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

33 co n ta c ts w ith the ju n io r high school i f they are to gain th e e s s e n tia l acquaintances d e s ira b le w ith th e school personnel, w ith the school j

b u ild in g , and w ith th e l i f e and work of th e school w ith which they w ill be a sso c ia te d in th e seventh grade. 3.

S ixth grade p u p ils need to have th e personal b e n e fit of a

w ell-planned o rie n ta tio n program in th e s ix th grade i f they are to make a smoother and more s a tis fa c to ry tr a n s itio n to th e seventh grade. Reference to Table IV rev eals th e kinds o f inform ation which s ix th grade p u p ils would lik e to receive about th e ju n io r high school. Responses to Item 2, P art Two o f the questio n n aire (See Appendix I I ) were ta b u la te d in to 14 d iff e r e n t c a te g o rie s.

These item s a re arranged

i n th e ta b le i n descending order from 1 to 13 on th e b a s is o f th e number o f tim es each item was mentioned in th e responses. r e la tio n to th e o th e r item s in the ta b le .

Item 14 has no

I t sheers th e number and p er

cen t o f p u p ils who answered th e questionnaire and e ith e r needed no in ­ form ation above what they already possessed or did not know how to ask t

i

| j |

f o r any inform ation they may have needed or d e s ire d , Analysis o f p u p il responses to th e request fo r a l i s t o f the kinds o f inform ation s ix th g rad ers would lik e to have in d ic a te a r a th e r wide range o f item s which seem im portant to them.

They rank a t the top

»

|

o f th e l i s t a d e s ire to have th e "schedule of stu d ie s" f o r the

seventh

grade explained to them (See Item 1, Table IV) and they rank l a s t hew to : t

o b tain "needed inform ation" when i t i s needed.

(See Item 13, Table IV.)

More th an 20 p u p ils out o f each 100 wanted inform ation about the follow ing m a tte rs: (1) th e schedule o f stu d ie s in th e seventh g ra d e ,(2) the p h y sica l a c t i v i t i e s and s p o rts open to beginning p u p i l s ,(3) th e ru le s

i ■

| Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

34 and re g u la tio n s and th e customs and tr a d itio n s o f the s o h o o l,(4) and the g en eral a c t i v i t i e s of th e school including th e school paper, homeroom i

o rg a n iz a tio n s, stu d en t co u n cil, m usical o rg an izatio n s, and th e s o c ia l

/i

a f f a i r s of th e school. (See Items 1, 2, 3, and 4, Table IV.) A considerable number o f pupils, 17.6 per oent to 16.6 per cen t, requested inform ation about t h e i r new te a c h e rsj they wanted maps, d ia ­ grams, o r b u lle tin s d escrib in g th e new b u ild in g ; and they asked f o r in ­ form ation about th e classroom s they would occupy as seventh grade p u p ils. (See Items 5, 6, and 7, Table IV .) p o rta n t group, was

A le s s e r number, but s t i l l an im­

In te re s te d in knowing how th e o ld e r ju n io r high

p u p ils would behave toward them, what s p e c ia l s u b je c ts were given in th e ju n io r high, i f they could expeot to receive te a c h e r help w ith sohool work and p erso n al problems, where to g et inform ation on how to e n ro ll a t ju n io r high school, and what ju n io r high clubs and o th er group or­ g a n isa tio n s they could j o i n .

(See Items 8, 9, 10, 11, and 12, Table IV).

I t i s im portant to keep in mind th a t th e l i s t of item s given in Table IV in d ic a te th a t s ix th grade p u p ils are in te re s te d i n a ra th e r i

wide range o f d if f e r e n t kinds o f inform ation about th e ju n io r high | i

school.

I t i s tru e th a t some o f th e inform ation they seek may appear to

tea ch e rs and a d m in istra to rs to be somewhat in s ig n ific a n t,a n d perhaps Should be passed over w ithout too much concern.

I t should be remembered

th a t w hile some o f the inform ation which th ese p u p ils d e sire i s indeed commonplace w ith te a c h e rs, p rin c ip a ls , and even those p u p ils who are in d a ily co n tact w ith such m a tte rs, but not so w ith mary s ix th g rad ers. Their experience w ith ju n io r high school i s lim ited and t h e i r is ig iftj

a tio n i s g re a t.

In most c ases, th e inform ation s ix th graders want i s

I !

i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

)

35 ra th e r simple and i t does not appear th a t apy hindering d i f f i c u l t i e s would a r is e to prevent th e schools from fu rn ish in g th ese p u p ils w ith the kinds o f in fo n n a tio n they d e s ire .

This, i t seems, would be p refe ra b le

to p erm ittin g them to worry along w ith t h e i r tro u b le s u n t i l they le a rn through experience th a t th e inform ation they were honestly seeking i s not r e a lly needed o r w i l l be obtained ev en tu ally as t h e i r time in th e ju n io r high school lengthens in to weeks or months o f school l i f e . In Table V a re rep o rted th e kinds o f help s ix th grade p u p ils would lik e to g e t from th e teach ers and th e schools having th e two tr a n s i t i o n g rad es.

The responses o f th ese p u p ils to th e req u est f o r

a l i s t o f h elp s wanted were arranged in to 13 c a te g o rie s which are l i s t e d in Table V.

Item 14 has no r e la tio n to th e o th e r item s i n th e ta b le and

i s included only f o r th e purpose o f showing th e number and per cen t o f (

s ix th grade p u p ils who e ith e r needed no help from th e teach ers and the schools o r wero unable to express a d e sire f o r any help they may have needed. Since th e p er c e n ts from a l l th e sohool systems a re almost id e n ­ t i c a l in each o f the c a te g o rie s , th e per c e n ts in th e " t o t a l ” column are used f o r i l l u s t r a t i v e purposes.

The item s i n th e ta b le are arranged in

descending o rd er w ith th e item mentioned most o fte n a t th e top and the Item mentioned le a s t o fte n a t th e bottom o f th e ta b le . S ix th grade p u p ils ranked "inform ation" f i r s t in th e l i s t o f h elp 8 d e s ire d .

Of th e t o t a l number of p u p ils answering th is p a rt of

th e q u e stio n n a ire , 24.3 p er cent wanted inform ation about ju n io r high school l i f e and work,

(See Item 1, Table V.)

Three o th e r item s in the

ta b le are concerned w ith c e r ta in ty p es of inform ation which s ix th grade

with permission of the copyright owner. Further reproduction prohibited without permission.

36 p u p ila considered would be h e lp fu l to th an . (3ee Items 2, 5, end 13, Table V.)

I te a 2 had responses from 21*3 per cen t o f th e p u p ils who

wanted t h e i r te ac h ers to ex p lain seventh grade a c t i v i t i e s to s ix th grade c la s s e s .

In Item 5, 17.8 p e r oent wanted to be to ld how th e ju n io r high

school d i f f e r s in sohool work and i n s o c ia l a c t i v i t i e s from th e elemen­ ta ry sohool.

Although item 13 i s ranked lowest in th e ta b le , 14.2 per

cen t o f th e responses show th a t an ap p reciab le number o f p u p ils want th e ju n io r high b u ild in g w ith i t s unusual fe a tu re s and i t s uses explained to them* ance

S ix th g rad ers want an opportunity to make p erso n al acq u ain t­

w ith th e sohool personnel and w ith o th e r boys and g i r l s .

It is

in d ic a te d by 19.3 p er oent o f th e responses th a t many p u p ils want i t made easy f o r them to meet quickly t h e i r new te a c h e rs and, a ls o , a s ls a b le group o f th e se p u p ils want a ohanoe to g et acquainted w ith la rg e numbers o f o th e r beys and g i r l s and t o have many f rie n d s .

(See

Items 3 , and 11, Table V.) Another "help wanted" by s ix th g raders i s th e advantages to be gained through th e i n t e r - v i s i t a t i o n of p u p ils , te a c h e rs , and p rin c ip a ls o f the two schools*

The d e s ire on th e p a r t o f s ix th grade pu p ila to

|

v i s i t th e ju n io r high school and to have Ju n io r high p u p ils , seventh

|

grade te a c h e rs, and th e ju n io r high p rin c ip a ls to v i s i t th e s ix th grade c la s s e s i s shown by th e responses o f a s ig n if ic a n t number o f boys and g irls .

(See Items 4 , 7, 8, and 9, Table V.)

S t i l l another kind of

"help wanted" i s a sym pathetic understanding f o r those p u p ils who are slow to a d ju s t to t h e i r new em rironaent.

They want extended to them

a su sta in in g hand u n t i l they f e e l they have th e ir f e a t on s o lid ground. These p u p ils want t h e i r te a c h e rs to help them to meet t h e i r study i i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

37

requirem ents and to ex p lain c le a rly what work they must do, to have p atien ce w ith t h e i r f a lte r in g ways, days a t the new school.

and to help them through th e f i r s t

(See Items 6, 10, and 12, Table V.)

I t i s im portant to note th a t an a n a ly sis of Table V rev eals four kinds o f “help wanted" hy s ix th grade p u p ilst 1. S ixth graders want inform ation. th e sch oo l work and th e

They want inform ation about

s o c ia l l i f e of the ju n io r high school and how i t

d if f e r s from th e elem entary school.

They are in te re s te d in th e a c tiv i­

t i e s o f th e seventh grade and want to fcnow a l l about the ju n io r high b u ild in g , how to make use o f i t s s p e c ia l fe a tu re s and how to g et around in i t w ithout becoming l o s t . 2. S ixth g rad ers want to know o th e rs.

They want to g e t acquaint­

ed a s soon a s p o ssib le w ith t h e i r new teach ers and, i f p o ssib le , to meet them before en terin g th e seventh grade.

They

anxious to meet and to

get acquainted quickly w ith many p u p ils and to make frie n d s among o th er boys and g i r l s . 3. S ixth graders want co n tact with the ju n io r high school. d e s ire an opportunity to v i s i t the ju n io r high school.

They

They would

t

|

a p p reciate a v i s i t to the s ix th grade c la sse s by Ju n io r high p u p ils, seventh grade te a c h e rs and th e p rin c ip a ls of th e ju n io r high school. 4. Sixth g raders want sympathy and understanding.

They seek

h elp , c o n sid e ra tio n , and patien ce on the p a rt of o th e rs, but e s p e c ia lly from t h e i r new te a c h e rs, during the beginning period of t h e ir ju n io r high school experience.

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46

Reference to Table VII in d ic a te s th a t th e responses of seventh grade p u p ils showing need f o r help markedly decreased a f t e r tra n s ­ fe rr in g p u p ils had been in ju n io r high school fo r a considerable length o f tim e.

The decreased

number o f p u p ils having problems appears to

show a growing understanding and s a tis f a c tio n w ith the new school.

As

t h e i r stay in th e seventh grade lengthened, th e e a r l i e r f e a rs and d i f f i ­ c u l t i e s o f many a r tic u la tin g p u p ils tended to d isap p ear.

This i t seems

may be regarded as evidence of a s a tis f a c to r y o r ie n ta tio n program fo r a la rg e p er cant o f th e beginning p u p il^ o r i t in d ic a te s th a t th e causes fo r th ese e a rly f e a rs and a n x ie tie s may not have e x iste d in th e f i r s t p la c e .

To what e x te n t th ese problems were removed by a sound o rie n ta ­

tio n program or were only ap p aren tly p resen t to e a rly t r a n s i t i o n p u p ils i s an in te re s tin g q u estio n . tio n

The rap id decrease i n th e number o f tr a n s i­

problems a f t e r p u p ils have been i n th e seventh grade a few months

probably depends upon both a good o rie n ta tio n program and a nonexistent f a c to r . Only 32.2 per cent o f th e seventh graders experienced tr a n s itio n t

problems.

(See Item 1, Table V II.)

This compares w ith 73.7 p er cent

t

j |

o f the s ix th g rad ers who had a r tic u la tio n problems, II.)

(See Item I , Table

Responses show 54.1 p e r ce n t of th e seventh grade p u p ils answer­

ing th e q u estio n n aire have no tr a n s it io n problems o r, a t l e a s t , t h i s number o f p u p ils has

no problems a f t e r they have been in ju n io r high

school f o r a period o f about one sem ester.

(See Item 2, Table V II.)

In th e elem entary school a much sm aller number, 14.3 per c e n t, of the i

j

s ix th grade p u p ils in d ic a te d by t h e i r responses th a t they experienced

;

no t r a n s i t i o n d i f f i c u l t i e s .

(See Item 2, Table I I . )

About th e same

! i f s Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

47 mmber o f p u p ils in the two grades, 13*7 p e r cent i n th e seventh grade and 12.0 p er cen t in th e s ix th grade, found l i t t l e or no d iffe re n c e in th e problems encountered i n th e two schools o r th a t th ese problems were in co n se q u en tial in n a tu re . (See Item 3, Tables I I and V II.) In Table V III are given th e r e s u lts o f the responses o f seventh grade p u p ils to the req u est fo r a l i s t of th e kinds o f problems they en­ countered as beginning p u p ils.

The 16 item s in the ta b le were taken

d ir e c tly from the responses o f more than 60.0 per cent o f th e 4729 seventh g rad ers who answered th e q u estio n n aire. f i r s t 17 a re problems.

Of th e 13 item s

the

Item 16 has no o th e r value th a n to show th e

number o f seventh grade p u p ils who e ith e r encountered no problems o r was unable to d escrib e any problems they may have experienced. The a n a ly s is of the item s l i s t e d in th e ta b le should provide in ­ form ation t h a t i s valuable to those persons who a re In te re s te d i n th e guidance o f p u p ils who a re j u s t entering ju n io r high school.

Since

th e

Inform ation given i n th e ta b le s e ts fo rth th e kind o f problems assy |

p u p ils regard as d i f f i c u l t i e s , t h i s Inform ation should be h e lp fu l in the

j

i iI !

development o f a s a tis fa c to ry o rie n ta tio n program. The number and p e r cen t o f p u p il responses from each o f the th re e school systems are given fo r each item in the ta b le .

The com-

i

j

|

bined r e s u l t s are given in th e fo u rth o r " to ta l" column.

Since the

|

percentages fo r each o f th e th re e c i t i e s c o rre la te c lo s e ly , i t seems perm issib le to use the r e s u lts given in the " to ta l" column fo r d escrip ­ tiv e purposes.

The item s are arranged in descending order w ith th e

problem considered th e most s ig n if ic a n t, by v irtu e o f the number o f responses i t receiv ed , being placed a t the beginning o f the ta b le . I J

t

i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

48 By t h e i r responses, seventh grade p u p ils ranked f i r s t among t h e i r tr a n s itio n d i f f i c u l t i e s tho problem o f lo c a tin g classroom s and tra v e lin g from room to room.

(See Item I , Table V III.} They ranked

l a s t th e problem o f fin d in g a way to p a r tic ip a te in th e a c t i v i t i e s and th e s o c ia l a f f a i r s of th e school.

(See Item 17, Table V i n . )

In a d d itio n to th e problem o f try in g to lo c a te classroom s, nee seventh graders experienced a number of o th e r d i f f i c u l t i e s re la te d to the ju n io r high school b u ild in g .

They bad tro u b le fin d in g t h e i r way

around i n the la r g e , stra n g e b u ild in g , lo c a tin g and using th e c a f e te r ia s a t i s f a c t o r i l y , fin d in g th e o f fic e and learn in g th e ro u tin e used th e re , know how to lo o ate and use th e school lib r a r y , and fin d in g assigned lockerB and lea rn in g t o use them pro p erly . and 15, Table V I II - )

(See Items 2 , 7, 13, 14,

These p u p ils ranked high among t h e i r problems the

d i f f i c u l t i e s encountered i n g e ttin g acquainted w ith o th e r p u p ils and in making f rie n d s , a ls o

th e tro u b le they experienced in developing a

p erso n al acquaintance w ith t h e i r new te a c h e rs.

(See Items 3 and 5,

Table V III.) ?he problems involved in knowing and understanding th e r u le s and re g u la tio n s of th e school, i n learn in g tlie ways, customs, and tr a d itio n s o f th e school, i n knowing how to a c t and d re s s , and in finding a way to take p a r t i n th e a c t i v i t i e s and s o c ia l a f f a i r e o f th e school d istu rb ed a considerable number o f th e new p u p ils . Table V III.)

(See Items 4, 8, and 17,

Other problems mentioned by beginning seventh graders

were, g e ttin g assigned homework, ad ju stin g to noise and confusion, under­ standing schedule o f s tu d ie s , being teased and c a lle d d ep reciato ry names, having enough time t o e a t and to make c la s s ohanges, and being

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

49 able to g et needed info rm atio n . (See Items 9, 10, 11, 12, and 16, Table V III.) A s ig n if ic a n t number o f seventh grade p u p ils in d ic a te by t h e i r

,

responses th a t they encounter the follow ing kinds o f problemst 1. Finding way around the strange ju n io r high b u ild in g .

Enter­

ing p u p ils experience d i f f i c u l t i e s in fin d in g t h e i r way about th e b u ild ­ in g , lo c a tin g classroom s, th e c a f e te ria , the lib r a r y , th e o f fic e s , as­ signed lo c k er, and i n a d ju stin g to the crowded h a lls and stairw ay s. !

2. G etting acquainted and making frie n d s .

Uaking personal ac­

q uaintances w ith te a c h e rs and other p u p ils and having them as frie n d s . 3 . Knowing and understanding the ru le s and customs o f th e school, i&qy seventh grade p u p ils f e e l they do not know o r understand, as w ell as they should, th e ru le s and re g u la tio n s, o r th e customs and tr a d itio n s o f the school.

On occasion, they want to p a r tic ip a te in the s c h o o l's

a c t i v i t i e s and s o c ia l a f f a i r s , but o fte n , i t seems to them, they can fin d no o p p o rtunity to ta k e p a r t. 4 . G etting assigned homework. | j i

i

i I j

An im portant group of seventh

g rad ers experience d i f f i c u l t y in being able to g et a l l c la s s as&ignments and to g e t homework turned in on tim e. 5* Being te a se d , bossed, ana in tim id a te d . 100 seventh grade p u p ils experience

Over 17 out of each

some type o f h u m iliatio n through

the hazing a c t i v i t i e s o f o ld e r p u p ils. 6.

Having enough tim e.

A considerable number of new p u p ils have

d i f f i c u l t y in pro p erly budgeting th e ir time f o r eatin g and f o r making c la s s changes. |

They need guidance in th e use o f lockers

and i n making

t h e i r way from c la s s to c l a s s .

i Ii Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission.

50

7 . Obtaining needed in f c re a tio n .

Many new p u p ils fin d the

p o s s ib ility o f o b tain in g inform ation a t th e tirae i t i s needed i s a problem. In Table IX are l i s t e d th e suggestions seventh grade p u p ils o ffe r to th e elementary schools f o r a smoother t r a n s i tio n to th e Ju n io r high school.

Items in the ta b le are ranked in descending o rd er.

I t should

be noted th a t th e number o f p u p ils responding to t h i s req u est i s ap­ p re c ia b ly sm aller than th e number who responded to th e req u est f o r a l i s t o f problems encountored which are given i n Tablo V III.

Item 10

in th e ta b le which g iv es th e number o f p u p ils who did not respond to the req u est f o r suggestions la considerable la r g e r th an th e number shown i n previous ta b le s .

These p u p ils, 30.8 per cen t i n Oklahoma C ity,

40.3 p er oent i n T ulsa, and 37.0 in W ichita, e ith e r had no suggestions to make o r considered any suggestions they might make as unim portant. Perhaps

some o f them d id not understand how t o make suggestions of

t h i s kin d . In th e o th e r nine item s appo&ring in th e ta b le , th e percentages f o r each o f th e th re e school systems seem s u f f ic ie n tly olose to allow the use o f th e percentages shown in the combined o r *t o t a l ” column f o r the c o n sid e ra tio n of th e r e s u lts givor in th e ta b le .

The suggestion

nwntionsd rsost o fte n was th a t o f helping p u p ils be prepared f o r ju n io r high school l i f e and work,

(fee Item 1, Table IX.) The suggestion re­

ceiving the second g re a te s t n mber of responses was th a t o f allow ing s ix th grade p u p ils to v l o l t the ju n io r high school and have an oppor­ tu n ity to meet the school personnel and to u r th e b u ild in g .

(See Item 2,

Table IX .)

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

t

The suggestions f o r allowing g re a te r r e s p o n s ib ility , offerl.ng b e tte r p ersonal a sa ista n o e , and giving more personal freedom to elaaen (See Items 5,

|

ts r y p u p ils say be considered as p rep arato ry i n n atu re.

j i j

7, and 9, Table XX.)

|

mentary school and th e improvements th a t should be made in the b u ild ­

tt

The four remaining item s in th e ta b le are

con-

cerned w ith suggested changes in the program o f a c t i v i t i e s ir. th e e le -

ings and th e equipment s ix th grade p u p ils must use.

(See Items 3, A,

and 8, Table IX.) Suggestions which th e seventh g raders o ffe r tc the elem entary schools f a l l r a th e r e a s ily in to the follow ing th re e c la s s if ic a tio n s t 1.

Preparing p u p ils to e n te r the ju n io r high sohool.

They sug­

g e st th a t p ro sp ectiv e seventh grade p u p ils be to ld what ju n io r high i s lik e and what to expect a s beginning p u p ils .

They want to be allowed to

v i s i t th e ju n io r high school before being tra n s fe rre d and they ash f o r guidance end in s tr u c tio n i n personal m atters.

They suggest th a t elemen­

ta ry p u p ils be given more re s p o n s ib ility so they may develop s e lf-c o n j

j

t r o l , s e lf - d ir e c tio n , and self-co n fid en ce .

ji

2. Changing th e ed ucational program o f the elem entary school.

j

They suggest t h a t in a d d itio n to the formal edu catio n al program, th a t th e aiofLnsnt m

school develop & program o f a c t i v i t i e s which would i n -

| |!

elude assem blies, s o c ia l a f f t i r e , ehows, p a r tie s , dances, p la y s, and

j

classroom and b u ild in g o rg an izatio n s.

j

J

3 . Improving the elementsry school p la n t.

These ju n io r high

|

p u p ils suggust th a t the elementary school b uilding and the fu rn ish in g s

|

and equipment supplied ' > these schools be changed and g re a tly improved. The suggestions seventh grad ers o ffered ju n io r high schools fo r

i

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

I

|

a b e tte r and smoother t r a n s itio n to the seventh grade are l is te d in

|

Tabic X.

|

As in Table IX, th e number o f p u p ils responding to the req u est Tor

The item s given in th e ta b le are ranked in descending o rd er.

suggestions i s com paratively le s s than th e number of seventh graders responding to o th e r p a r ts o f the q u estio n n a ire .

I t would be in t e r e s t­

ing to know why only about o n e - f if th ,o r le s s , o f the p u p ils responding to the q u estio n n aire in gen eral made no suggestions to th e oleraentary ! |

and ju n io r high schools fo r an improved program of tr a n s itio n between the two sch o o ls.

Barhaps

t h i s type of th in k in g i s somewhat nature

fo r boys and g i r l s o f t h is age o r, could i t be th a t th ese p u p ils are very much lik e o th er groups o f in d iv id u a ls who have l i t t l e or no d if ­ f ic u lt y i n p o in tin g out f a u l ts and weaknesses but can o ffe r few remedies? Table X contains 12 item s, eleven of which a re suggestions from seventh g rad e rs.

Item 12 has no sig n ific a n c e o th e r than to record th e

number and por cen t o f p u p ils who made no response whatever to the re ­ quest f o r suggestions.

I t should be noted th a t the number who l e f t

t i d s p a rt blank i s almost id e n tic a l w ith th e number who made no suggeei ■ i

[

tio n s to th e elementary schools.

(See Item 10, Table IX.)

i f

: | | It | !i I

An a n a ly sis o f th e ta b le shows th a t th e p u p ils ranked f i r s t among t h e i r suggestions h elp fu ln ess toward them from o th e rs.

They aug-

g s s t th a t persons resp o n sib le fo r them be h e lp fu l and considerate and not expeot too much during t h e i r f i r s t days in the new school.

They

i

j

want guidance and counseling during the period of th e ir adjustment..

J

They suggest, a lso

|

p u p il inform ation booths be sta tio n e d in the Iwllways where new p u p ils

th a t o ld e r p u p ils be assigned as guide3 and th a t

j i i

I I Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

53 could o b ta in needed d ire c tio n s . (See Item 1 and 3, Table X.) These p u p ils suggest th a t a ooaplete to u r o f th e b u ild in g be j

arranged fo r beginners, w ith an explanation o f i t s unusual fe a tu re s and hoe i t d i f f e r s from th e elem entary school.

A companion suggestion i s

th e req u e st th a t s ix th grade p u p ils be In v ite d to v i s i t th e ju n io r high school and be given enough time to see a l l of th e b u ild in g and to meet th e te a c h e rs and th e o ffic e personnel. (See Item 2 and 4 , Table X.) A handbook co n tain in g diagrams, c h a rts, o r naps o f th e building and having c le a r d ire c tio n s and o th er h e lp fu l h in ts i s suggested a s a means o f h elp f o r new p u p ils .

Also, they b eliev e i t would be e a s ie r to fin d

th e r ig h t classroom s i f a l l doors were numbered p la in ly and i n system­ a t i c o rd e r w ith each door having a name p la te , In p la in view, containing th e te a c h e r 's name. (See Items 5 and 10, Tablsu X.) Other item s in th e ta b le c o n ta in suggestions which in clu d e c o n tro l o f noise and confusion in th e b u ild in g , h elping new p u p ils make new frie n d s , allow ing a longer |

tim e f o r lu nch, making i t easy to g e t acquainted w ith new te a c h e rs, and

| ii |

inform ing new p u p ils how to a c t, what t-o do and what not to do.

t t

Suggestions to th e ju n io r high echool by seventh grade p u p ils may be c la s s if ie d in to th e follow ing th re e groupst

I 1. Entering p u p ils should be given help and guidance.

i

Teachers

and o th e rs aho&ld h elp beginning p u p ils to a d ju st quickly to th e new

i

| t *

school, a ssig n o ld e r p u p ils to a s s i s t en terin g p u p ils by a c tin g as guides and by dispensing inform ation from booths s e t up i n the school b u ild in g , d is tr ib u te i l l u s t r a t e d handbooks, and d ire o t and guide th e behavior o f new p u p ils . 2 . Seventh g rad ers should be a s s is te d in t h e i r e f f o r ts to become

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

%

fa m ilia r w ith the b u ild in g and to know th e eohool personnel.

Arrange a

complete and thorough to u r of th e b u ild in g f o r a l l en terin g p u p ils and a s s i s t them to e a s ily lo c a te and recognise th e i r olassroom s. 3.

New p u p ils should be given guidance in th e a r t o f g e ttin g

aoquainted w ith o th e rs and in making f rie n d s .

These p u p ils f e e l th e

need f o r o p p o rtu n itie s to get aoquainted w ith o th e r p u p ils and to make f r ie n d s .

?hey a re p a r tic u la r ly anxious to know t h e i r new te a c h e rs.

Table XI reco rd s what seventh grade p u p ils lik e d about th e ju n io r high sch o o l.

One o f th e purposes f o r asking p u p ils to t e l l what they

lik e d about t h e i r new school was to o b ta in comparative percentages be­ tween th e number o f p u p ils responding to th e req u est fo r a l i s t of problems encountered and th e number o f p u p ils responding to th e req u est f o r a l i s t o f th in g s lik e d about th e ju n io r high school. t h a t p u p ils having tr a n s i t i o n problems were

a ls o

I t i s assumed

having adjustm ent

d i f f i c u l t i e s w hile p u p ils fin d in g many th in g s about th e ju n io r high | | i j

school to admire were a d ju stin g , more o r l e s s , s a tis f a c to r i ly . The number o f p u p ils encountering tr a n s itio n problems (See Table V III) were s lig h tly more than th e number o f p u p ils making s a tis fa c to ry ad ju stm en ts.

(See Table IX.)

This would seem to in d ic a te t h a t th e

| segment o f e n terin g seventh grade p u p ils who need guidance and help i s an im portant group o f beys and g i r l s .

I t may be worthy t o note th a t

|

according to the responses o f th e p u p ils , they encountered th e same

|

number o f problems as th e number o f th in g s they found which they lik e d ,

i i

!

th e r e fo r e , each ta b le co n tain s 18 item s. A study o f the ta b le shows a l i s t o f 17 item s which name a v a r­ ie ty o f th in g s seventh grade p u p ils lik e d about th e ju n io r high school.

i

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

55 The item which they ranked f i r s t in t h e i r ap p re c ia tio n o f th e ju n io r high was frie n d ly , h e lp fu l, and understanding te a c h e rs. |

Table X I,)

(See Item I ,

Other item s in the ta b le are ranked in descending order,

i

w ith g en eral ap p re c ia tio n fo r th e ju n io r high school ranked a t the bottom.

(See Item 17, Table X I.)

Item 16 i s placed in th e ta b le fo r

no o th e r purpose th an to show the number o f pu p ils who made no re­ sponses to t h i s p a rt o f the q u e stio n n a ire .

Evidently they had no par­

t i c u l a r " lik e s" f o r the ju n io r high school o r were unable to express w hatever a p p re ciatio n s they may have f e l t . The most s ig n ific a n t expressions o f th e se seventh grade p u p ils in clu d e t h e i r a p p re c ia tio n f o r t (1) frie n d ly , understanding te a c h e rs, (2) p h y sical edu catio n , in cluding gym a c t i v i t i e s , (3) modern, spacious, w e ll-fu rn ish e d b u ild in g w ith a la rg e w ell-equipped c a f e te r ia , a com­ f o r ta b le , w ell-sto ck ed lib r a r y , and p ersonal lo ck ers, (4) s o c ia l and c la s s a c t i v i t i e s , providing o p p o rtu n itie s f o r p a r tic ip a tio n in p a r tie s , dances, p la y s, assem blies, stu d ent and o la ss o rg a n isa tio n s, and f o r making frie n d s , (5) in te re s tin g and in s tr u c tiv e s p e c ia l c la s s e s , suoh a s , |

shop, homemaking, band, jo u rn alism , a r t , and music, and (6) Increased

| i

freedom and re s p o n s ib ility fo r a c tiv e and growing boys and g i r l s .

i i

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TABLE VI RESPONSES OF SEVENTH GRADE PUPILS TO FOURTEEN SELECTED PROBLEMS OF TRANSITION FROM ELEMENTART TO JUKICR HI05I SCHOOL S chool Systems P a r tic i p a tin g w ith Humber and P e r Cent o f P u p ils Responding S e le c te d Problema O kla. C ity 130U Yes

No

n. d B

T u lsa 1553 Yes

Ho

W ichita 1372 H.I3.

Yes

Ho

T o ta l 4729 N.D?

Yes

Ho

N.DS

418 593 356 30.5 4 3 .6 25.9

1348 2116 1265 28.5 4 4 .7 26.7

2 . L earning where to go In th e new b u ild in g and w hat t o do th e f i r s t weeks a t j u n io r high was a prob­ lem f o r oo

1026 620 158 56*9 3 4 .4 3 .8

858 542 153 55*2 3 4 .9 9 .9

744 559 70 5 4 .2 4 0 .7 5 .1

2628 1720 331 5 5 .6 3 6 .4 8 .1

3 . Taking p a r t in th e isany ac­ t i v i t i e s in J u n io r h igh sc h o o l i s a problem f o r me

1*63 1117 224 25*7 6 1 .9 12*4

427 906 220 27*5 5 3 .3 14*2

340 897 135 24.8 6 5 .4 9 .8

1230 2920 579 2 6 .0 61.7 12.2

4 . O btaining th e in fo rm a tio n I need a t th e beginning o f sch o o l i s a probleta f o r ne

559 1068 177 31*0 59*2 9*8

506 851 196 3 2 .6 5 4 .8 1 2 .6

496 780 '96 3 6 .2 5 6 .9 7 .0

1561 2699 469 3 3 .0 5 7 .1 9 .9

5 . The crowded h a l l s and sta irw a y s and th e h u rry and b u s tle o f p u p ils oakes a problem f o r me

572 1039 193 31*7 5 7 .6 1 0 .7

573 782 198 3 6 .9 50.4 12.7

458 834 80 33*4 6 0 .8 5 .8

1603 2655 471 3 3 .9 5 6 .1 10.0

6 . F in d in g th e c a f e t e r i a and having s u f f i c i e n t tim e to e a t ny lu n ch i s a problem f o r me

563 1054 187 31*2 5 8 .4 1 0 .4

543 804 206 3 5 .0 51*8 13.3

2 9 .8 6 4 .9 5 .3

3

429 709 415 2 7 .6 4 5 .7 26.7

CD

501 5 0/ 494 27*0 44.8 27.4

8

1 . I found p re p a rin g to e n te r ju n io r h ig h sch o o l was a probleta f o r me

1

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56

1515 2748 466 3 2 .0 5 3 .1 9 .9

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

7 . The o p p o rtu n ity f o r jo in in g c lu b s 1*60 1155 189 1*25 863 265 1*26 807 139 1311 2825 593 and f o r ta k in g p a r t in J u n io r hig h 25*5 61*.0 10*5 27*1* 55*6 17*1 31*0 58*8 1 0 .1 27*7 59*7 12*5 a c t i v i t i e s l a a problem f o r am__________,_____________________________________________________________ 3 . G e ttin g d e t a i l e d in fo rm a tio n about 551 IO38 215 509 791 253 1*1*1 808 123 1501 2637 591 sch o o l m a tte rs and sc h o o l a f f a i r s 30*5 57*5 U . 9 32*8 5 0 .9 16*3 3 2 .1 5 8 .9 9 .0 31*7 5 5 .8 12*5 i s a problem f o r ne___________________________________________________________________________________ 9 . U nderstanding th e l i b r a r y and 1*83 1085 236 1*27 880 21*6 1*32 703 237 13l*2 2668 719 making u se o f i t s mary books and 26.3 6 0 .1 1 3 .1 27.5 5 6 .7 1 5 .8 31*5 51.2 17.3 28,1* 56.1* 15*2 m a te r ia ls i s a problem f o r me__________________________ __________________ ___________________________ 10. -Getting th o a t t e n t i o n o f o th e r s 1*50 1066 288 1*59 021 273 1*22 789 161 1331 2676 722 and making f rie n d s i n J u n io r 2l*.9 5 9 .1 1 6 .0 29.6 5 2 .9 1 7 .6 3 0 .8 5 7 .5 U . 7 2 8 .1 5 6 .6 15.3 h ig h i s a problem f o r ne________________ _____________________________________________________________ 1 1 . G e ttin g th e h e lp I need to 511* 1019 271 1*83 811 259 1*39 773 160 11*36 2603 690 u n d erstan d sy sch o o l wort: 20.5 56.5 15-0 3 1 .1 5 2 .2 1 6 .7 3 2 .0 5 6 .3 1 1 .7 30.1* 55-0 11*.6 i s a problem f o r mo___________________________________________________________________________________ 1 2 . F inding tim e a t home and in th e 635 91*1* 225 573 721* 256 553 662 157 1761 2330 638 classroom t o p re p a re nyr d a ily 35*2 52.3 12.5 3 6 .9 1*6.6 1 6 .5 1*0.3 1*8.3 H .l* 3 7 .2 1*9*3 13.1* le s s o n s la a problem f o r me__________________________________________________________________________ 1 3 . Assignm ents a r e h a rd e r In th e 1*55 sev en th grade and u n d e rstan d in g 2 5 .2 them I s a problem f o r mo______________

1031 318 5 7 .2 1 7 .6

1*76 826 251 3 0 .7 53*2 3 6 .2

1*61* 696 212 33*8 5 0 .7 15*5

1395 2553 781 29.5 51*.0 16.5

11*. I f in d t>® expense o f buying th in g s and a tte n d in g s o c i a l 1*86 1051 267 1*59 865 229 1*27 760 185 1372 2676 681 a f f a i r s in J u n io r h igh sch o o l 26.9 5 8 .3 li*.8 29.6 5 5 .7 H*.7 31.1 55.1* 1 3 .5 2 9 .0 5 6 .6 ll*.l* 1 b a problem f o r me___________________________________________________________________________________ These f o u rte e n problem s a re from th e q u e s tio n n a ir e to s e v e n th grade p u p il s . * No D if fe r e n t

See appendix I I I .

TABLE V I I

SEVENTH GRADE PUPIL RESPONSES AS TO PROBLEMS ENCOUNTERED IN TRANSITION JROa ELEliEOTARY TO JUNIOR HIGH SCHOOL Responses as to Problems

1. Seventh grade pupil re ­ sponses showing they have problems during th e p er­ iod of tr a n s itio n from the s ix th to tho seventh grade 2. Seventh grade p u p il re­ sponses showing they have no problems during the perio d o f tr a n s itio n from th e s ix th to th e seventh grade 3* Seventh grade p u p il r e ­ sponses shewing they found problems in th e seventh grade "No Dif­ fe re n t" than those they encountered in the s ix th grade

School Systems P a rtic ip a tin g w ith Number and Per Cent of Pupils Responding Okla. C ity 1801*

T ulsa m

W ichita 1372

T otal 1*729

7718 30.6

711*7 32.9

61*69 33.7

21331* 32.2

11*096 55.8

11175 5 i.ii

10555 55.0

35826 51*. 1

3UU2 13.6

3U20 15.7

2181* 11.1*

901*6 13.7

The ta b le shows t o t a l seventh grade pupil responses to each of the p o ssib le th ro e ways in which the p roblem l i s t e d in "Table VI" may be answered* The numbers appearing under th e nsce o f each c ity and ".“ dor tho word " to ta l" rep resen t the nunber of p u p ils responding from each school system and th e t o t a l number o f p u p ils responding.

with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

58 TABLE V III SEVENTH GRADE PUPIL RESPONSES LISTING KINDS OF PROBLEMS ENCOUNTERED IN TRANSITION FROM ELE1A5NTARY TO JUNIOR lflQH SCHOOL Kinds o f Problems Encountered

School Systems P a r tic ip a t in g w ith Humber and P er Cent o f P u p ils Responding O kla. C ity 18QU

T u lsa 1$$3

W ich ita 1372

T o ta l U729

F inding p ro p e r classroom s and tr a v e lin g from room t o room

622 3U.5

578 37.2

33*2

1655 35.0

2. B u ild in g

F inding way about ju n io r high b u ild in g and th e problem o f g e ttin g l o s t

599 33.2

U8U 31.2

378 27.6

1U61 30.9

3 . F rien d s

Making f r ie n d s among th e new p u p ils and g e ttin g ac q u ain ted w ith o th e rs

379 21.0

h 09

26.3

266 1 9 .U

105U 22.3

d . Rules

Knowing and u n d erstan d in g th e r u le s and r e g u la tio n s o f th e j u n io r high school

308 17.1

350 22.5

391 28.5

10U9 22.2

5 . T eachers

G e ttin g a cq u ain ted w ith and under­ s ta n d in g th e new te a c h e rs

295 1 6 . Ji

39U 25.3

358 26.1

10U7 22.1

6 . S tu d ie s

Being a b le t o g e t a l l c la s s assignm ents and g e ttin g assi PC m

M O 3* ® O PC

12 8 .3

1) C ondition o f h e a lth

1*2 11 73.7 19.3

1* 7 .0

33 7 5 73.3 1 5 .6 1 1 .1

31* 5 81.0 11.9

3 7 .1

2) P h y sic al developm ent

22 22 3 8 .6 3 3 .6

12 12 21 13 2 2 .8 26.7 1*6.6 26.7

21 13 3 1 .0 5 0 .0

8 1*7 61* 33 1 9 .0 3 2 .6 i*l*.l* 22.9

3) E d u c atio n a l achievem ent

51 3 89.5 5 .3

3 ? •*

39 3 86.6 6 .7

31* 1* 8 1 .0 9-5

1* 9 .5

121* 10 8 6 .1 6 .9

10 6 .9

U) iio n ta l developm ent

1*1* 9 77.2 l £ .8

1* 7 .0

8 1* 33 73.3 1 7 .8 8 .9

30 8 71.1* 1 9 .0

1* 94

107 25 71*. 3 17.1*

12 8 .3

5) S o c ia l developnenb

18 32 5 6 .1 3 1 .6

20 16 9 7 1 2 .3 3 5 .6 1*1*J* 20.0

22 13 52.1* 3 1 .0

70 1 51 16.7 1*8.6 35.1*

23 16 ..0

6) D oral developm ent

17 33 5 7 .9 29.8

11* 8 7 23 1 2 .3 5 1 .1 3 1 .1 17.8

10 23 51*.8 23.8

79 9 1*1 21.1* 5i*.9 28.5

21* 16.7

3 6 .7

109 23 75.7 1 6 .0

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

7) S ta tu s o f fa m ily r e la tio n s h ip s

37 1? 614.9 26.3

5 8 .8

21* 11* 7 5 3 .9 3 1 .1 1 5 .6

21* 13 5 5 7 .1 3 1 .0 11.9

1*2 17 65 5 9 .0 29.2 11.8

8) A ttitu d e tow ard school

32 11* 9 6 .1 21*. 6

11 29 13 7 1 9 .3 5 5 .6 28.9 19.6

22 11* 6 52.1* 3 3 .3 11*.3

79 1*1 21* 91*.9 28.5 16 .7

9) A ttitu d e tow ard d i s c ip lin e

28 17 1*9.1 29.8

6 12 21* 15 21*1 53*1 3 3 .3 13.3

11* 8 20 1*7.6 33.3 1 9 .0

72 1*6 26 5 0 .0 31.9 1 8 .1

10) Em otional s t a b i l i t y

26 19 1*5.6 33.3

21 8 12 16 2 1 .1 1*6.7 3 9 .6 1 7 .8

22 13 7 52.1* 3 1 .0 16.7

1*8 69 27 1*7.9 3 3 .3 18.8

U ) Economic s t a t u s o f home

21* 29 1*3.9 U2.1

8 20 20 11 12 10 11* 11*.0 3 1 .1 l*l*.i* 21*.1* 28.6 1*7.6 23.8

61* 51 29 35.1* l*l*.l* 20.1

12) L ead ersh ip q u a l i t i e s

21* 25 1*2.1 1*3.9

8 19 7 19 lli.O 1*2.2 1*2.2 1 5 .6

18 17 7 1*0.9 1*2.9 16.7

60 62 22 1*1.7 1*3.1 15.3

13) Choice o f companions

18 12 17 17 1$ 23 29.8 1*0.1* 2 9 .8 3 3 .3 1*0.0 26.7

16 11* 12 3 8 .1 3 3 .3 28.6

1*8 55 1*1 33.3 33.2 28.5

III) A b ility to g e t alo n g w ith o th e rs

1*1 6 71*9 10.9

26 10 6 61.9 23.6 li*.3

20 31 93 61*.6 21.5 13.9

10 26 15 1* 1 7 .9 9 7 .8 33.3 8 .9

The r e s u l t s shown In th e above ta b le w ere o b ta in e d from th e resp o n ses made by sev en th grade te a c h e rs t o a l i s t o f ifceraa su g g ested f o r th e f o ld e r s o f p u p ils promoted t o j u n io r hir^i s c h o o l.

The l i s t o f suggestions given in th e ta b le came from th e item s l i s t e d under q u estio n e ig h t in th e q u e stio n n a ire to seventh grade te a c h e rs . See Appendix V II.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

TABLE XVIII SEVENTH GRADE TEACHER RESPONSES LISTING ITE34S TO BE INCLUDED IN THE POLCKR Cl TJPILS BROHOTED TO JUNIOR HIGH SCHOOL Item s to be In clu ded in t h e F older

School Systems P a r tic ip a tin g w ith Number and P er Cent o f T eachers Responding Okla. C ity 57

T ulsa U5

W ichita U2

T o ta l lliii

C h ild 's g e n e ra l h e a lth , s p e c ia l h e a lth c o n d itio n s such a s , eye s i g h t , h e a rin g , e p ile p s y , a l l e r ­ g i e s , g la n d u la r tr o u b le , o r o th e r p h y s ic a l d e f e c ts

lit 2li.6

10 22.2

8 19.0

32 22.2

2 . C itis e n s h ip

S tandards o f conduct and d a il y b eh av io r and ty p e s S id q u a l i t i e s o f c o n s tr u c tiv e le a d e r s h ip

11 19.3

12 26.7

9 21.U

32 22.2

3 . P e rso n al T r a i t s

I n d u s try , s e n s itiv e n e s s , s tu d y h a b its , a tte n d a n c e , p u n c tu a lity , d e p e n d a b ility , tasking f r ie n d s , s o c ia l s e n s e , em o tio n al b alan ce, g e ttin g alo n g w ith o th e r s

12 2 1.1

3.0 22.2

9 21 .it

31 21.5

1 . C h ild 's H ealth

1*. Reading A b ility

What i s th e c h i l d 's re a d in g r a t e and w hat a r e h is re a d in g h a b its and re a d in g t a s te s ?

11 19.3

9 20.0

9 21.U

29 20.1

5 . C h ild 's Hobbies

S p e c ia l hobbles o f t h e c h ild , e s p e c ia lly i f any o f h is hobbies a m o u tsta n d in g

9 1 5 .8

11 2U.U

8 1 9 .0

28 19 .U

....................- ............. - ------------

------------------------------------ ------------

-------------------------------- ------------------------------------------------------- .. .

.

_

6 . Grade Level

Give grade l e v e l . I s p u p il r e ta r d ­ ed or a c c e le r a te d , i f e i t h e r , shy?

10 1 7 .$

10 22.2

8 1 9 .0

28 19.1*

7 . S p e c ia l T a le n ts

llu s ic , sp eak in g , drama, dancing, le a d e r s h ip q u a l i t i e s , e t c .

11 1 9 .3

10 22.2

6 11*.3

27 18.3

8 . C h ild ’s Problems

L i s t th e c h i l d 's s p e c ia l problems in s u f f i c i e n t d e t a i l t o u n d e rsta n d

9 1 5 .8

9 20.0

8 1 9 .0

26 18.1

9 . C h ild 's Family

Give enough in fo rm a tio n about th e home to g iv e a good p ic tu r e o f th e fa m ily where th e c h ild l i v e s

10 17.5

8 17.8

6 11*.3

21* 16.7

F e e lin g tow ard c h ild and h is school r e la tio n s h ip . O veram bitious o r i n d i f f e r e n t , com plains o r co o p er­ a t e s , tr o u b le maker o r h e lp f u l

9 1 5 .8

7 15.6

7 16.7

23 1 6 .0

11. P u p i l 's F o ld er

Keep com plete f o ld e r f o r each p u p il through k in d e rg a rte n and a l l grades

10 1 7 .6

6 13.3

1* 9 .5

20 13.9

1 2 . Schools A ttended

Record o f s c h o o ls a tte n d e d and f r e ­ quency o f moving from c i t y to c i t y

7 12.3

7 1 5 .6

5 11.9

19 13.2

13. Remedial Devices

A re c o rd o f th e re m e d ia l d e v ic e s u sed i n th e elem en tary sc h o o l to h e lp th e p u p il

5 8 .8

1* 8 .9

5 11.9

H* 9 .7

1 0. P a r e n ta l A ttitu d e

11*. L e ft Blank

-d (VI OJ

E ith e r had no id e a s about w hat th e f o ld e r o f a promoted p u p il should 21* 21 67 c o n ta in o r c o n sid e re d such I n f o r ­ 1*2.1 1*6.7 1*6.5 m ation as unim portant The item s given in t h i s ta b le were obtained from the responses o f seventh grade te a c h e rs to th e re q u e st fox* th e kinds o f inform ation t o be included in the f o ld e r of/bhe p u p ils promoted from th e elem entary school to th e Ju n io r high sc h o o l. See Item 1, Appendix V III. C\l U N

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

---------------------------------- ------------------ - ................ - ...........-

TABLE XIX SEVENTH SHADE TEACHER RESPONSES LISTING SUGGESTIONS TO ELFAJKNTARY SCHOOLS FOR BETTER TRANSITION TO THE JUNIOR HIGH SCHOOL S u g g estio n s to Elem entary Schools

School Systems P a r tic ip a tin g w ith Number and P er Cent o f T eachers Responding O kla. C ity _____ 57 ______

2 . In fo rm atio n

3 . V i s itin g

U. Fundam entals

5 . C ooperation

W ich ita U2

T o ta l 11*1* 58 1*0.3

S ix th grade p u p ils should be ta u g h t s e lf » r e l i a n c a , b eg in reeking own de­ c i s i o n s , be re s p o n s ib le f o r work, and c a r in g f o r p e rso n a l p ro p e rty

20 35*1

CM

1 . R e s p o n s ib ility

T u lsa .1*5 H -d

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

95

19 1*5.2

S ix th g rad e te a c h e r s e x p la in about j u n i o r high sc h o o l work and a c tiv ­ i t i e s , b u ild in g ro u tin e and b u ild in g sc h e d u le s, have map o r f l o o r p la n o f b u ild in g t o studbr in s i x t h g rad e

20 3 5 .1

19 1*2.2

17 Uo.5

56 38.9

S ix th grade p u p ils and te a c h e rs a r ­ range t o v i s i t th e J u n io r h ig h sch o o l and t o u r th e b u ild in g and meet sev en th grade te a c h e r s

18 31.6

16 35.6

19 U5.2

53 36.8

Teach s i x t h g ra d e rs to r e a d , w r ite , and t o do a r ith m e tic , to b u ild a v o cab u lary and how t o s p e l l th e words th e y use

17 29.8

15 33.3

12 2 8 .6

1*1* 3 0 .6

S ix th and sev en th g rade te a c h e rs u n d e rsta n d th e work and th e problem s o f each grade and d is c u s s to g e th e r th e problem s o f t r a n s i t i o n

16 28.1

13 28.9

li*

1*3 29.9

33.3

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

6 . C itiz e n s h ip

7 . Study H ab its

8 . D ire c tio n s

Help p u p ils grow i n to good c i t i z e n s ; d em ocratic in s p i r i t , h e lp f u l tow ard o th e r s , re s p e c tin g p u b lic and person­ a l p r o p e rty , and law ab id in g

10 26.3

12 26.7

10 2 3 .8

37 20.7

Teach p u p ils hoe t o s tu d y , how t o improve t h e i r stu d y h a b its , how to c o n c e n tra te , and how t o budget t h e i r d a i l y tim e

16 2 6 .6

12 26.7

11 26.2

37 20.7

Give more t r a in i n g on how t o fo llo w d ir e c tio n s given d a i l y t o p u p ils

10 26.3

11 2 6.6

9 21.6

30 26.3

13 2 2 .8

12 26.7

9 2 1.6

36 2 3 .6

Keep adequate f o ld e r f o r each p u p il g iv in g problem s, achievem ents, t e s t r e s u l t s , s o c i a l and e m o tio n al a d ju s t­ m ents, and c o n d itio n s o f h e a lth

11 1 9 .3

10 22.2

7 16.7

28 1 9 .6

P u p ils should be given more freedom in th e s i x t h g rad e. They a r e "pushed around" and " lin e d up" to o much. They should n o t be " t i e d to t e a c h e r 's apron s tr in g s "

10 1 7 .0

8 1 7.8

6 16.3

26 16.7

E ith e r had no su g g e stio n s o r con­ s id e re d any n d g h t stake unim portant

20 6 3 .9

21 6 6 .7

22 02.6

68 6 7 .2

9 . R e p re s e n ta tiv e s P lan a c o n ta c t program u s in g j u n i o r h ig h r e p r e s e n ta tiv e s t o d is c u s s w ith s i x t h g ra d e rs j u n i o r h ig h w ork, l i f e 1 0 . F o ld e rs

1 1 . Freedom

12. L e ft Blank

The suggestions l i s t e d in t il l s ta b le were obtained from t i e responses made by seventh grade te a c h e rs to th e re q u e st f o r suggestions to th e elem entary school f o r making a smoother and e a s ie r t r a n s itio n from th e s ix th t o th e seventh g rad e. See Item 2, Appendix V III.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

TABLE XI SEVENTH GRADE TEACHER RESPONSES LISTING SUGGESTIONS TO JUNIOR HIGH SCHOOLS FOR BETTER TRANSITION FROM THE SIXTH TO THE SEVENTH GRADE S u g g estio n s to J u n io r High Schools

School Systems P a r tic ip a tin g w ith Number and Per Cent o f T eachers Responding O kla. C ity 57

T u lsa US

P lace in hands o f sev en th grade p u p ils a guide book c o n ta in in g p la n o f b u ild ­ in g , im p o rta n t r e g u la tio n s , h e lp f u l in fo rm a tio n , room numbers, te a c h e rs and s u b je c ts

19 33.3

20 uu.u

16 38.1

ss 38.2

Be sy m p ath etic, t o l e r a n t , and f r ie n d l y to incoming p u p ils . Help them to be s e l f - r e l i a n t and do th in g s f o r them­ s e lv e s

19 33-3

21 U6.7

1U 33.3

su 37 .5

3 . O rie n ta tio n

Improve, e n la rg e , and have a lo n g e r o r ie n ta tio n D eriod f o r a l l new comers

17 29.8

IS 33.3

10 23.8

U2 29.2

It. Homeroom

Homeroom te a c h e r give s p e c ia l a tte n ­ tio n to beginning p u p ils . S tr e s s good c i t i s e n s h ip and s e l f - d i r e c t i o n

13 22.8

10 22.2

11 26.2

3U 23.6

9 . C o -o p eratio n

C o-operate w ith s ix t h grade te a c h e r s . P re se n t a l i s t o f t r a n s i t i o n problems f o r d is c u s s io n i n tb s s ix t h grade

lit 2^.6

10 22.2

9 21.1*

33 22.9

6. R e g u la tio n s

E xplain c a r e f u ll y to beginning p u p ils a l l r u le s and re g u la tio n s o f th e sc h o o l. R epeat as o f te n as n e c e ssa ry

13 28.8

9 20.0

8 1 9 .0

30 20.8

1 . Handbook

2. Guidance

W ich ita U2

T o ta l 1UU

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

7. A c t i v i t i e s

Inform s ix t h g ra d e rs about sch o o l ac­ t i v i t i e s and keep number and kind o f a c t i v i t i e s w ith in reach o f new p u p ils

12 21.1

9 20.0

9 2 1 .U

30 20.8

8 . V is itin g

Have s ix th grade p u p ils v i s i t J u n io r h igh sch o o l accompanied by s ix th and sev enth grade te a c h e rs and by J u n io r high s tu d e n t r e p r e s e n ta tiv e s

10 17.5

10 22.2

9 2 1 .U

29 20.1

A ssign o ld e r p u p il (b ig b r o th e r o r s i s t e r ) to each new p u p il. Have a s tu d e n t guide to h e lp b eg in n ers

11 19.3

7 15.6

11 26.2

29 20.1

T eachers become w e ll a c q u a in te d w ith new p u p i l s . In tro d u c e J u n io r h igh work and a c t i v i t i e s g ra d u a lly , te a c h ­ e r s and new p u p ils meet to g e th e r

12 21.1

8 17.8

8 19.0

28 19.1;

9 1 5 .8

7 15.6

10 23.8

26 1 8.1

9 . S tu d en t H elper

1 0. A cquaintance

11. R e p re s e n ta tiv e s Have J u n io r high s tu d e n t r e p re s e n t­ a tiv e s and s e v e n th grade te a c h e rs v i s i t s ix th grade rooms f o r d i s ­ c u ssio n o f p u p il t r a n s i t i o n problems 1 2 . Review

Seventh grade te a c h e r s review re a d in g , w r itin g , s p e llin g , a r ith m e tic , b efo re b eg in n in g J u n io r h ig h s u b je c ts

10 17.5

5 1 1 .1

5 11.9

20 13-9

1 3. F rie n d s

P lan ways f o r new p u p ils t o g e t ac­ q u a in te d w ith o th e rs and make f r i e n d s

5 8 .8

5 1 1 .1

8 19.0

18 12.5

11;. L e ft Blank

E ith e r had no su g g e stio n s o r con­ s id e re d any m ight make unim portant

18 3 1 .6

15 33.3

Hi 33-3

U7 3 2 .6

The suggestions l i s t e d in t h i s ta b le were obtained from th e responses made by seventh grade te a c h e rs to th e re q u e st f o r sugg estio n s to the Ju n io r high school f o r improving and making e a s ie r th e t r a n s it i o n o f p u p ils from th e s ix th to th e seventh grade* See Item 3, Appendix V III.

A nalysis of T ra n sitio n Problem from Responses by A dm inistrators

ii

The ad m in istra to rs o f both th e elem entary and the ju n io r high aohools were aaked to anawer th e ease q u estio n n a ire . IX and X .)

(See Appendioea

The number o f ad m in istra to rs responding ( 90 front th e a I s ­

as n tary schools and 22 from t i n ju n io r high schools) was not aa g re a t aa was expected.

This namfosr l a adm ittedly to o n a i l to y ie ld th e re­

s u lts re q u ire d f o r s c ie n ti f i c research . A study o f th e ta b le s giving th e r e s u lts o f th e responses made by both groups o f a d m in istra to rs rev e a ls a su rp risin g s im ila r ity in t h e i r re a c tio n s t o th e q u e stio n n a ire . wide divergence i n t h e i r responses.

There a re in sta n c e s o f ra th e r However, th e g en eral uniform ity

p re sen t i n th e ta b u la te d r e s u l t s in d ic a te s a p a tte r n o f experiences r e la te d to t r a n s i t i o n problems th a t i s c o r re la tiv e f o r th e adminis­ t r a t o r s o f b o th sch o o ls. S h ile th e r e s u lts obtained from th e responses o f a d m in istra to rs f a i l s to have tru e s c ie n ti f i c value, they ev id en tly have s u ff ic ie n t t i

|

s ig n ific a n c e to be included i n the study o f th e problems o f tr a n s itio n

!

which a r i s e i n th e I n s titu tio n s they have th e r e s p o n s ib ility o f d ir e o t-

! in g .

S urely i t would be h e lp fu l to knew th e tre n d o f thinking by ad-

a i n i s t r a t o r s regarding tr a n s itio n a l d i f f i c u l t i e s they have discovered among p u p ils tra n s f e rr in g from one school to th e o th e r.

T heir exper­

ien ces i n t h i s f i e l d should be of considerable importance in th e atufy | |

o f th e so problems and in whatever attem pt i s made to elim in ate them. In th e a n a ly s is o f th e r e s u lts obtained from th e response* o f 97

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

98

j a d m in istra to rs to th e seven sele cted q u estio n s, th e ta b u la tio n s given in Tables XXXIII and XXXIV w ill be used.

The t o t a l r e s u lts from th e

responses by elem entary a d n in is tra to rs shown in Tables XXI and XXII, and from responses by ju n io r high a d m in istra to rs shorn in Tables XXVII and XXVIII, a re combined in Tables XXXIII and XXXIV.

By using th e per­

centages in th e l a s t two ta b le s , i t i s p o ssib le to o b tain b e tte r com­ p a ra tiv e d e s c rip tio n s o f tbe r e s u lts and to make t h e i r meaning somewhat c le a r e r to th e re a d e r. In Table XXXIII are l i s t e d s ix s e le c te d qu estio n s and th e number and p er cen t o f a d m in istrato rs who made responses to th ese q u e stio n s.

In answering q u estion 1, a t o t a l o f 81.1 per cen t o f th e

elem entary a d m in istra to rs , and 68.2 per cen t o f th e ju n io r high admin­ i s t r a t o r s in d ic a te th e need f o r more adequate co -o rd in atio n between th e two sch o o ls.

A t o t a l o f 60.0 p er cent o f th e elem entary a d m in istra to rs,

and a t o t a l o f 59.1 per cen t o f th e Ju n io r high

a d m in istra to rs, see a

f a i lu r e on th e p a rt o f both schools to agree on th e major aims o f education. The a d m in istra to rs i n both schools recognise the f a ilu r e o f th e ju n io r high sohool to keep beginning p u p ils w ith t h e i r s o c ia l group and to a d ju s t su b je c t m atter to th e needs and i n te r e s ts of th e c h ild .

Sur­

p ris in g ly enough th e percentage of ju n io r high a d m in istra to rs, 81.8 p er c e n t, who recognised th e above co n d itio n was g r e a te r than th e percentage o f th e elem entary a d n in is tr a to rs which was 75*6 por c e n t.

The responses

o f a d m in istra to rs , 76.7 per cent from elem entary school!? •’nd 63.6 per cen t from ju n io r high schools in d ic a te th a t they a re aware o f an inade­ quate program i n e i t h e r sohool to give proper co n sid e ra tio n to th e

with permission of the copyright owner. Further reproduction prohibited without permission.

99

m ental; p h y sic a l, s o c ia l and ed u catio n al d e v ia te s . A t o t a l o f 70*0 p er cent o f th e elementaxy a d m in istra to rs and |

t

a t o t a l o f 45*5 p er cen t o f th e ju n io r high a d m in istra to rs express th e opinion th a t the Ju n io r high does not provide a n a tu ra l continuance o f th e ed u oational a c t i v i t i e s and l i f e experiences to which th e c h ild had been accustomed i n th e elementaxy school.

The percentage o f responses,

j

62.2

p e r cen t f o r elem entary a d n in is tr a to r s and 77.3 p e r cen t f o r ju n io r

high a d m in istra to rs i s evidence th a t a d m in istra to rs from both schools |

understand th e need f o r s u f f ic ie n t v i t a l inform ation about tra n s f e rr in g p u p ils t o make p o ssib le a su ccessfu l d ia g n o sis o f in d iv id u a l d i f f i c u l ­ tie s . Table XXXIV l i s t s 12 p o ssib le problems which may have a bearing upon th e su ccessfu l adjustm ent o f t r a n s iti o n p u p ils .

In answering

th ese itaaw , a d m in istra to rs were asked to p lace th re e check marks a f t e r those th ey considered as a c tu a l problems, two cheok marks a f t e r those th a t may became problems, and one cheok mark a f t e r th o se considered in s ig n if ic a n t. j

The percentage o f responses showing th re e check marks

i s s lig h t l y hig h er f o r elem entary th a ^ f o r ju n io r high a d m in istra to rs .

I Responses showing two cheok marks and one check mark have s lig h tly lo n e r percentages f o r elem entary a d m in is tra to rs . The 12 item s in Table XXXIV, may be arranged in to th re e groups. These groups a r e i ( l ) th e item s which r e f e r to th e co n d itio n s or s i t ­ u a tio n s found in th e elem entary sohool, (See Items 1 and 1 1 .) (2) the item s which r e f e r to co n d itio n s or s itu a tio n s found in th e ju n io r high school, (See Items 8, 9, 10, and 1 2 .) and(3) th e item s which re fe r to th e p erso n al adjustm ent o f tr a n s i tio n p u p ils . ( 3ee Item s, 2, 3 , 4, 5,

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

100 /

I

M

\

! o, ana t . j The w idest divergence in percentages i s shown in the item s which r e f e r to th e ju n io r high school except in Item 8.

For t h is item

44.4 p e r cen t o f the elementary a d m in istra to rs and 40.? per cent of th e ju n io r high ad m in istra to rs agree th a t th e strange b u ild in g ro u tin e in th e ju n io r high school does c re a te a problem fo r p u p ils en terin g th e seventh grade.

Responses to Items 9 and 10 show re s p e c tiv e ly ,th a t 37.8

p e r cent and 40.0 p er oent o f th e elementaxy a d m in istra to rs consider | o ffic e procedure and th e departm ental program in th e juxiior high school i

to be problems o f tr a n s itio n p u p ils, w hile only 22.7 p er cen t and 13*6 p er cen t o f th e ju n io r high a d m in istra to rs consider th ese co n d itio n s to be problems.

Responses to Item 12 in d ic a te a considerable d iffe re n c e

i n th e opinions o f ad m in istra to rs regarding th e su ffic ie n c y o f th e inform ation provided by the ju n io r high school to th e s ix th g rad es. The percentages show 48.9 ; o r cent o f th e elem entary a d m in istra to rs and only 22.7 p e r cent o f th e Ju n io r high a d m in istra to rs co n sid er such inform ation as i n s u f f ic ie n t. The important- m atter revealed by the ta b u la tio n s in t h i s ta b le | i s th a t a larg o percent of th e a d m in istra to rs in both schools recognise I I ! th a t c e r ta in p ra c tic e s in th e schools and c e r ta in p erso n al d e fic ie n c ie s i J do c re a ta problems fo r some p u p ils who a re i n th e process o f tr a n s itio n from the elem entary to th e ju n io r high school. In Tables XXIII and XXIX are rep o rted th e number and per cent resp e ctiv ely , o f th e elementary and ju n io r high a d m in istra to rs who responded to the request f o r a l i s t o f item s to be included in th e f o ld e r of a t r a n s itio n p u p il.

The number o f ad m in istra to rs responding

i

j i

i i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

iI

101

from each o f th e th re e school systems i s so small th a t the percentages given cannot be considered too r e lia b le .

I'his i s e sp e c ia lly tru e fo r

f

|

ju n io r high a d m in istra to rs.

For example, one response from an adminis­

t r a t o r i n Wichita has a value o f 20.0 per c e n t.

Even in the " to t a l 1*

column each response re p resen ts approximately 5 p er c e n t.

Beoauae of

t h i s f a o t> comparative percentages w ill be used sparingly i f a t a l l in | !

th ese two ta b le s and in th e o th er s ix ta b le s dealing w ith th e unoontrolle d or fre e responses o f both th e elem entary and jn b io r high adminis­ tra to rs .

Readers who a re in te re s te d i n th e number and per cent o f ad­

m in is tra to rs responding to any p a r tic u la r item a re re fe rre d to the proper ta b le f o r th a t inform ation. In th e a n a ly sis o f Tables I I I I I and X III, co n sid e ratio n w ill be given t o those item s th a t are common to th e responses o f a d m in istrato rs from both schools and to th o se item s which were mentioned se p arately by the a d m in istra to rs o f th e in d iv id u a l schools. here th a t each ta b le co n tain s 16 item s.

I t i s pointed out

Item 16 in each ta b le re fe rs

only to th e number of ad m in istrato ra who d id not respond t o t h i s sectio n |

o f the q u e stio n n a ire ,

th e remaining 15 item s in each ta b le name the

i

m a te ria ls considered to be im portant inform ation f o r th e fo ld e r of t r a n s i t i o n p u p ils by a ra th e r la rg e p e r cent o f th e ad m in istrato rs.

I

There were 8 item s which shared th e responses from the adminis­ t r a t o r s of both schools.

These common item s are as f o llo w s i(l) h ealth

d a ta , (2) home and fa m ily ,(3) adjustm ent and m aladjustment,(X) sohool re c o rd ,( 5} s o c ia l q u a l i t i e s , (6) emotional balance,(7 ) sp e c ia l ta le n ts ,

j

and( 8} p e rso n a lity t r a i t s . (See Items 1, 2, 3, 4, 6, 7, 10, 12, and 15, Table XXIII and Items 1, 2, 3 , 4, 5, 7, 3, 10, and 13. Table XXIX.)

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

102

There are s ix item s in each ta b le th a t received responses from a d m in istra to rs from e ith e r one or the other of the tiro schools.

Those

item s mentioned only by elementary ad m in istrato rs are as follow s: (1) m ental m atu rity , (2) c itiz e n s h ip q u a l i t i e s , (3) work h a b its , (4) te a c h e r's e stim a te , (5) outstanding h a b its , and $) o th e r schools atten d ed . Items 5, 8, 9, 11, 13, and 1A, Table XXIII.)

(See

Those item s mentioned only

by ju n io r high a d m in istra to rs are as follow s: (L) p u p ils I Q, (2) d isc ip ­ lin a ry reco rd s, (3) grade le v e l re a c h e d ,(4) record of d if f e r e n t ages,

t ) inform ation concerning s ib lin g s , and(6) reading h a b its and p re fe r­ ences.

(See Items 6, 8, 11, 12, 14, and 15, Table XXIX.) I t should be noted th a t the item s in both ta b le s are arranged

in descending order and th a t the items mentioned in comon have, in g e n e ra l, th e h ig h est percentages shown in th e ta b le s .

This appears to

in d ic a te th a t th ese item s o f inform ation should be e sp e c ia lly s ig n i f i ­ can t t o those persons charged w ith th e duty of building and keeping s a tis f a c to r y progress fo ld e rs f o r tr a n s itio n p u p ils . Tables XXIV and XXX give th e number and per cenlj re sp e c tiv e ly , o f th e elementary and ju n io r high a d m in istra to rs who o ffered suggestj

io n s to th e elem entary sohool fo r b e tte r tr a n s itio n to th e ju n io r high

i ; school.

Tabls XXX7 co n tain s 12 suggestions made by elem entary adm inis-

i

j

t r a t o r s and Table XXX co n tain s 15 suggestions made by ju n io r high admin­

i s t r a t o r s . There are 13 item s in Table XXIV and 16 item s in Table XXX. i ! The l a s t item in each ta b le has no r e la tio n to th e suggestions lis te d j | in th e o th er item s. They simply give the number and per cent of admini

| i s t r a t o r s who f a ile d to respond to th e request fo r suggestions. j

It

might be o f i n te r e s t to note th a t o f 22 ju n io r high a d m in istra to rs

I i

! i i

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

respond to t h i s p a rt o f the q u estio n n aire, w hile of the 90 elem entary a d m in istra to rs responding 14 or 15.6 per cen t f a ile d to respond.

(See

j Item 13, Table XXIV and Item 16, Table XXX.) An a n a ly sis o f the ta b le s re v e a ls th a t a d m in istra to rs from both schools made a number of suggestions th a t a re common in thought and meaning. i

These item s may be l i s t e d as iu x io w s!(1) submit inform ation,

(2 ) in v ite v i s i t a t i o n , (3 ; t r a i n p u p ils in s e lf - r e lia n c e and re s p o n s ib ility (4) give more time to fundam entals, (5) expand co n tact program, (6 ) keep proper r e c o rd s ,(?) develop i n p u p ils d e s ira b le h a b its , and (8) inform p a re n ts .

(See Items 1, 2 , 4 , 5, 6, 8, 9, 10, and U , Table XXIV, and

Items 1, 2 , 3, 4 , 6 , 7 , 6 , 11, 12, 14, and 15, Table XXX.) Some o f the suggestions made by th e a d m in istra to rs have r e f e r ­ ence to each school sep arate ly and are not ex p ressio n s in common,

fo r

th e elementaxy a d m in istra to rs, th e follow ing item s are suggested! (1) Guild b e tte r c itiz e n s h ip q u a litie s , (2) promote s o c ia l growth, and (3) arrange te ach sr exchanges.

(See Items 3* 7 , and 12, Table XXIV.)

For th e ju n io r high a d m in istra to rs th e follow ing item s are suggested* j ! !j

(1) e lim in ate p u p il f e a r s , 2 ) c o -o rd in ate school programs, a n d (3 ) help p u p ils make s a tis fa c to ry adjustm ents,

(dee Items 5, 9, 10, and 13,

Table XXX.)

| I t should be noted tn a t th e items i n both ta b le s a re arranged in I I descending ord er and th a t th e item s reaelving common responses a re q u ite |

g en erally those which have th e highest percen tag es.

This should be s ig -

)

n ifle a n t to the school personnel in the elem entary school who have the re s p o n s ib ility o f guiding and d ire c tin g t r a n s iti o n p u p ils .

| Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

104 In T ablei XX7 ana XXXI are rep o rted th e suggestions o ffered to th e Ju n io r high schools and th e number and p er c e n t o f responses made by th e a d n in is tr a to r s from th e two schools.

Each ta b le co n tain s 14 item s.

j

Item 14 i s not r e la te d to th e suggestions l i s t e d in th e o th e r 13 item s. I t reco rd s th e number and p e r ce n t of a d m in istra to rs mho f a ile d to r e ­ spond to th e re q u e st f o r su g g estio n s.

As in th e ta b le s o ffe rin g sugges­

tio n s to th e elementaxy sch o o ls, th e per cen t o f ju n io r high adminis­ t r a t o r s not responding i s la r g e r , 36 .4 per c e n t, th an th e 22.2 p e r cent o f th e elem entary a d m in istra to rs who f a ile d t o respond.

(See Item 14,

Tables XIV and XXXI.) The a n a ly s is o f th e two ta b le s shows a number o f th e suggestions o ffe re d receiv ed th e a tte n tio n o f both groups o f a d m in istra to rs .

These

item s mentioned i n common by a d m in istra to rs o f th e two schools a re a s fo llo w s: (1) arrange f o r more frequent i n t e r - v i s i t a t i o n , (2) develop an extended o r ie n ta tio n program, (3 ) p lan a h e lp fu l program f o r beginners, (4 ) provide wanted info rm atio n , ( 5) promote an expanding c o n ta c t program ( 6 ) give needed guidance to newcomers and th e unadjusted, (7) keep p a re n ts p ro p erly inform ed, and (8 ) organise a p lan f o r te a c h e r exchange. | (See Items 1, 2, 3 , 4, 5, 6, 9, 10, 11, 12, and 13, Table XXV, and I Item s 1, 2 , 3, 4 , 5, 6, 7 , 8 , 9 , 10, 11, and 12, Table XXXI.) I t i ! should be noted t h a t a l l th e item s in both ta b le s except Items 7 and 8 i n Table XXV and Item 13 i n Table XXXI were mentioned i n common.

This

should In d ic a te t o ju n io r high personnel th e importance o f the above su g gestions r e la tiv e to a b e tte r program o f tr a n s itio n f o r tra n s f e rr in g p u p ils . Elementary a d m in istra to rs made only two suggestions not common

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I

105 S

it h

tu S S S

Sw uS

b jr '

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a d s iu iS il5 « u r S t

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p i 'O V S i i t

o ld er ch ild re n from hazing beginning p u p ils, and (2) ju n io r high person­ n el fa m ilia riz e them selves w ith th e elem entary school program. Items 7 and 8, Table XXV.)

(See

The ju n io r high a d m in istra to rs made one

suggestion not common w ith th o se made' by elem entary a d m in istra to rs.

It

i s i (1) c o r re la te , wherever p o s sib le , su b jec t m a te ria ls in th e s ix th and seventh g rad es.

(Sgs Item 13, Table XXXI.)

In Tables XXVI and XXXII are given th e s te p s alread y taken by elem entary and ju n io r high schools to help p u p ils surmount th e d if f ic u l­ t i e s they encounter during th e t r a n s itio n p erio d .

Table XXVI gives 16

ste p s taken by th e elem entary schools and Table XXXII g iv es 13 step s taken by th e ju n io r high schools.

Item 17 in Table XXVI and Item IX in

Table XXXII are placed i n the ta b le s only f o r th e purpose o f showing th e number and p e r cen t o f a d m in istra to rs who f a ile d to answer t h i s p a rt o f th e q u e stio n n aire . A study o f th e ta b le re v e a ls a considerable la c k of uniform ity i n th e responses received from th e a d m in istra to rs in the th re e sohool system s.

Of th e 16 step s l i s t e d in Table XXVI, 8 were not mentioned by

elem entary ad m in istra to rs in Oklahoma C ity, 7 were not mentioned by elem entary a d m in istra to rs in T ulsa, and 5 were not mentioned by e le ­ mentary ad m in istrato rs in W ichita.

Of the 13 ste p s l i s t e d in Table

XXXII, 4 were not mentioned by ju n io r high a d m in istra to rs i n Oklahoma C ity, 6 were not mentioned by ju n io r high a d m in istra to rs in T ulsa, and 4 were not mentioned by ju n io r high a d m in istra to rs in W ichita. A few of the ste p s alread y taken to bridge th e t r a n s it io n gap are given common mention by some o f th e elem entary and ju n io r high

I I Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

I j i I

. ad m in istra to rs i u

106

| I

mentioned in common are as fo llo w s !(1) an expanded i n t e r - v i s i t a t i o n

OD6 O r 5 0 r « Ox th w th r o w

S c h o o l S y S tc m S .

T hose sh o p s

program ,(2) an increased amount of organised inform ation, and (3) a program o f o lo se r co n tact between th e elementaxy and ju n io r high school^ (See Items 1, 2, 3, 5, 9, 10, 12, 13, and 15, Table XXVI and Items 1 ,2 , j 5, 7, a n i 13, Table m i l . ) The elementaxy a d m in istra to rs mentioned th e follow ing s te p s t (1) p u p ils are given a v a rie ty o f t e s t s , (2) attem pts a re being made to co -o rd in ate reading programs in th e two s c h o o ls ,(3) s ix th grade p u p ils

1 ' (

a re tau g h t s e lf - r e lia n c e , and (A) p ersonal data i s kept which d escrib es

j

s p e c ia l a b i l i t i e s and weaknesses of each p u p il.

|

and 16, Table XXVI.)

t

(See Items A, 8, 11,

The ju n io r high a d m in istra to rs mentioned th e follow ing step s t CL) c o n sta n tly developing a h e lp fu l o rie n ta tio n program, (2) p ro v isio n i s made to care fo r d e v ia te s ,(3) tr a n s itio n problems a re discussed w ith I | II

p aren ts and(4)

boom

su b je c ts a re c o rre la te d to g ain tim e and s im p lic ity .

(See Items 3 , At 6 , 8, 9 , 10, 11, and 12, Table XXXII.) The purpose o f asking elem entary and ju n io r high ad m in istra to rs to l i s t th e ste p s t h e i r schools had alread y taken to b rid g e th e tr a n s i­ tio n

gap between th e s ix th and seventh grades was to le a rn to what

e x te n t th e se a & sin is tra to rs recognized th e problems encountered by t r a n s itio n p u p ils a s revealed by t h i s study, and what s te p s had been taken to minimize them.

The r e s u lts given in Tables XXVI and XXXII

show th a t some a d m in istra to rs recognize th a t tr a n s itio n problems do e x is t and th a t they are making some e f f o r t to study th e se problems and to elim in ate them.

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TABLE XXI EU5NEN7ARY ADMINISTRATOR RESPONSES TO SIX SELECTED QUESTIONS ON TRANSITION FROM ELEMENTARY TO JUNIOR HIQH SCHOOL School Systems P a r tic ip a tin g w ith Number a id P a r C ent o f A d m in istra to rs Responding S e le c te d Q uestions

~ O kla. C ity . T u lsa W ich ita T o ta l 32________________ 20_____________ 28______________ 90

T ea

_

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107

So

N.N?

Yes

No

H . hS

Yes

No

S.N*

1 . I s th e r e p ro p e r and adequate c o -o rd in a tio n between th e elem en tary and th e j u n i o r h ig h sc h o o ls?

3 29 9.1* 9 0 .6

0 0 .0

2. Do th e elem entary and th e j u n i o r h ig h sc h o o ls ag ree on th e m ajor aims o f ed u catio n ?

621* 18.8 75.0

2 6 .3

Yea

No

17 73 13.9 8 1 .1

0 0 .0

0 0 .0

3l*5U 37.8 6 0 .0

2 2 .2

3 . Are begin n in g j u n i o r hig h sch o o l p u p ils k ep t w ith t h e i r 1 2 9 2 1 1 19 0 8 2 0 0 s o c ia l group and i s th e s u b je c t 3*1 9 0 .6 6 .3 3 6 .7 63*3 0 .0 2 8 .6 71.1* 0 .0 m a tte r a d ju s te d to th e c h i l d 's needs and i n t e r e s t s ? ___________________ ____________________________

2 0 6 8 22.2 75*6

2 2.2

1*. Has e i t h e r th e elem en tary o r th e j u n i o r high sc h o o l tak en p ro p e r and adequate s te p s t o c a re f o r th e m e n ta l, p h y s ic a l, s o c ia l o r e d u c a tio n a l d e v ia te s ?

17 69 18.9 76.7

1* l*.l*

1* 26 12.5 81*3

2 6 .3

10 20 3 3 .3 6 6 .7

N.N? 0 1 * 2 1 * 0 0 .0 1U.3 8 5 .7 0 .0

11* 16 0 1*6.7 5 3 .3 0 .0

6 22 2 0 .0 73»3

2 6 .7

11*11* 5 0 .0 5 0 .0

7 21 2 5 .0 7 5 .0

0 0 .0

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5 . Does th e j u n i o r h ig h sc h o o l p ro v id e a n a tu r a l co n tin u an ce o f e d u c a tio n a l a c t i v i t i e s asd l i f e e x p e rie n c e s th e c h ild enco u n tered i n th e elem en tary sch o o l?

3 27 2 9*1* 81*J* 6 .3

6 . Does th e elem en tary sc h o o l tra n s m it w ith each p u p il s e n t t o J u n io r h igh sch o o l s u f f i c i e n t v i t a l in fo rm a tio n f o r making a s u c c e s s fu l d ia g n o s is o f In d iv id u a l d i f f i c u l t i e s ?

$ 27 0 35 H* 1 15*6 81**1* 0 .0 5 0 .0 1*6.7

.

10 19 33-3 63-3

1 3*3

U 17 39.3 6 0 .?

0 0 .0

2lt 63 2 6 .? ? 0 .0

_____________________________

13 3*3

13 0 1*6.1* 53*6

33 0 .0

56 1 3 6 .7 6 2 .2 1 .1

_______________

The s i x q u e s tio n s l i s t e d In th e above t a b l e a r e ta k e n from th e q u e s tio n n a ire t o a d m in is tr a to r s . See Appendix I I . The numbers a p p earin g under th e ru n e o f each c i t y and word " t o t a l " r e p r e s e n t th e number o f elem en tary a d m in is tra to rs responding from each sch o o l system and th e t o t a l number o f adm inis­ t r a t o r s resp o n d in g . *Not Ueceasary

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Pupil hasn't learned to get along with o th e r s

0 Tt U& $ lum o f th e elem en tary s c h o o l. Become f a m ili a r w ith th e elem en tary program

8 25. 0

10 3 3 .3

8 28. 6

26 28.9

9 . P a re n ts

Keep in c lo s e touch w ith p a re n ts o f new p u p ils d u rin g th e f i r s t few w eeks. Send in fo rm a tio n b u l l e t i n t o p a re n ts

9

28.1

7 23.3

10 35.7

26 28.9

P rovide o ld e r p u p ils to a c t a s g u id es u n t i l new p u p ils know t h e i r way around

6 13.8

10 33.3

9

3 2 .1

25 27. 8

6 18.8

9

30. 0

8 28.6

23 25.6

7 21. 9

8 26.7

5 17.9

20 22. 2

8 25. 0

5 16.7

5 1 7 .9

18 20. 0

6

6 20. 0

8

20

2 8 .6

2 2 .2

10. P u p il Guides

1 1 . Assembly Programs P rovide assem bly programs f o r s i x t h

g ra d e rs on th e s ta g e s o f b o th s c h o o ls f e a tu r e d b y m usic, drama, and speech 1 2 . P a r tic ip a tio n

P lan f o r and encourage new p u p ils t o p a r t i c i p a t e in sc h o o l a c t i v i t i e s a s soon a s p o s s ib le

1 3 . T eacher R o ta tio n R o tate te a c h e rs in th e s i x t h and

seventli grades

1U . L e ft Blank

E i t h e r had no s u g g e stio n s t o make o r c o n sid e re d any coming t o mind as o f no im portance

18.8

The item s l i s t e d i n th e above ta b le were o b ta in e d Cram th e resp o n ses made by elem en tary a d m in is tr a to rs t o th e r e q u e s t f o r s u g g e s tio n s t o th e j u n i o r h ig h sc h o o ls f o r b e t t e r ways o f making th e t r a n s i t i o n from th e s i x t h to th e s e v e n th g rad e sm oother and e a s i e r f o r p u p ils promoted t o 't h e j u n i o r h ig h s c h o o l. See Item 3* appendix X*

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

TABLE XXVI ELEMENTARY ADMINISTRATOR RESPONSES GIVING STEPS ALREADY TAKEN TO FRIDGE THE TRANSITION GAP BETWEEN THE SIXTH AND SEVEN GRADES S te p s A lre a d y T ak en

S c h o o l S y s te m s P a r t i c i p a t i n g w i t h N um ber a n d P e r C e n t o f A d m i n i s t r a t o r s R e s p o n d in g ; Okleu C ity 32

T>ilsa 39

W ichita 28

T o ta l 90

10 31-3

7 23.3

9 3 2 .1

26 28 .9

2 . Cum ulative Record Sand t o J u n io r h igh a cum ulative re c o rd k e p t in elem en tary s c h o o l, showing t e a t d a ta , s c h o la s tic r e c o rd , h e a lth re c o rd , a tte n d a n c e r e c o rd , o th e r in fo rm a tio n

U 3itJU

3 26.7

0 0 .0

19 21.1

3 . D iscu ssio n

S ix th grade te a c h e rs d is c u s s w ith t h e i r p u p ils d i f f e r e n t phases o f J u n io r high

k 12.$

b 13.3

5 1 7 .9

13 1L.1*

U. T e sts

A v a r ie ty o f t e s t s a r e used t o h elp p u p ils b rid g e th e t r a n s i t i o n gap

12 37.5

0 0 .0

0 0 .0

12 13.3

5 . J . H. P r in c ip a l J u n io r h ig h p r in c ip a l t a l k s a t l e a s t once each y e a r t o th e . s ix th g ra d e rs

0 0 .0

5 1 6 .7

6 2 1 .U

11 1 2 .2

6 . Planning

Now p la n n in g an a r t i c u l a t i o n program designed t o make t r a n s i t i o n e a s i e r

3 9.L

0 0 .0

8 2 8 .6

11 12.2

7* No s te p s tak en

Nothing i s b ein g done a t p r e s e n t t o so lv e th e problem s o f t r a n s i t i o n

h 12.5

3 1 0 .0

3 10.7

10 1 1 .1

3 . Reading

A ttem pts a r e b e in g made to c o - o rd in a te r e a d i n g p r o b le m s i n t h e tw o s c h o o l s

0 0 .0

6 2 0 .0

3 1 0 .7

9 1 0 .0

1 . V i s it a t i o n

Sixth grade p u p ils now v i s i t J u n io r hig h sch o o l w ith t h e i r te a c h e r s

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

9 . A ssem blies

J u n io r h ig h sc h o o l band and g le e c lu b p u t on an assem bly program each y e a r i n th e elem entary sc h o o ls

0 0 .0

c 1 6 .7

3 10.7

0 8 .9

1 0 . S peakers

J u n io r h ig h sp eak ers t a l k t o s i x t h g ra d e rs inform ing them a b o u t s e v e n th grade w ork, c la s s e s * and a c t i v i t i e s

0 0 .0

0 0 .0

8 28.6

8 3 .9

11. S e lf - r e lia n c e

H elping c h ild r e n to become more s e l f r e l i a n t th ro u g h indep en d en t s tu d y

it 12.5

it 13.3

0 0 .0

8 8 .9

1 2 . T eachers

Seventh g rade te a c h e rs v i s i t s i x t h g rad es each s p rin g t o e x p la in a b o u t j u n i o r h ig h and answer q u e s tio n s

0 0 .0

0 0 .0

8 2 8 .6

8 8 .9

1 3 . In fo rm atio n

A J u n io r h ig h in fo rm a tio n b o o k le t i s p la c e d in th e hands o f s i x t h g ra d e rs

8 2 5 .0

0 0 .0

0 0 .0

8 8 .9

H i. School Nurse

School n u rse i s common t o b o th sc h o o ls and u n d erstan d s t h e i r common problems

0 0 .0

0 0 .0

6 21.it

6 6 .7

1 5. D iscu ssio n flmiF(S ix th and sev en th grade te a c h e r groups d is c u s s common problem s o f t r a n s i t i o n

0 0 .0

5 16.7

0 0 .0

5 5 .6

16. P e rso n a l Data

P erso n al n o te g iv in g S p e c ia l a b i l i t i e s and w eaknesses o f each c h il d s e n t to th e j u n io r h ig h scbodj.

0 0 .0

0 0 .0

it lit. 3

it lt.it

1 7. L e ft Blank

E ith e r knew o f no s te p s being ta k e n a t p r e s e n t o r c o n sid e re d any th e y d id know ab o u t as hav in g no v alu e

7 2 1 .9

5 16.7

8 28.6

20 22.2

The item s l i s t e d in t h i s t a b l e were obtained from th e responses made by elementaxy adminis­ t r a t o r s t o th e re q u e st f o r them to name th e s te p s alread y tak en by t h e i r schools to b rid g e th e t r a n s it i o n gap between th e elem entary and j u n io r high sc h o o ls. Soe Item h, Appendix I .

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

11? TABLE XXVII JUNIOR HlOti ADMINISTRATOR RESPONSES TO SIX SELECTED QUESTIONS ON TRANSITION FROM SLiSMENTARY TO JUNIOR -ilffi! SCHOOL School Systems P a r tic ip a tin g w ith Number and P er C ent o f A d m in istra to rs R esponding_ S e le c te d Q uestiona (Mela. C ity T u lsa W ich ita T o ta l _______ 9___________________§______________ 5______________ 22 Yes 1 . I s th e r e p ro p e r and adequate c o -o rd in a tio n between th e elem entaxy and. th e j u n io r h igh sch o o ls?

No

2 7 22*2 77*8

N.Ht 0 0 .0

Yes

Ho

N.N?

le s

No

N.N?

Yes

No

1* I* O i l * 0 7 1 5 0 5 0 .0 5 0 .0 0 .0 2 0 .0 50.0 0 .0 31.8 6 8 .2 0„0 _________________________________________ __

2 . Do th e elem en tary .aid th e j u n i o r h ig h sc h o o ls a g re e 2 7 0 U It 0 3 2 0 9 13 on th e m ajor aims o f 22.2 77-8 0 .0 5 0 .0 5 0 .0 0 .0 6 0 .0 ijO.O 0 .0 U0.9 5 9 .1 e d u c a t i o n ? ________ _______ _________________________________________ 3 . Are b eg in n in g j u n i o r high sch o o l p u p ils k e p t w ith t h e i r s o c ia l group and i s th e s u b je c t m a tte r a d ju s te d to th e c h i l d 's needs and i n t e r e s t s ? It. Has e i t h e r th e elem entary o r th e j u n i o r high sch o o l tak en p ro p er and ad eq u ate s te p s to c a re f o r th e m en tal, p h y s ic a l, s o c ia l o r e d u c a tio n a l d e v ia te s ?

N.!ft

0 9 0 .0 100.

0 2 6 0 2 3 0 .0 2 5 .0 75.0 0 .0 I4O.O 6 0 .0

1 8 11. 1 3 8 .9

0 0 .0

1* I4 5 0 .0 5 0 .0

0 0 .0

0 0 .0

} * 1 8 1 3 .2 31.8

0 0 .0

0 0 .0

3 2 0 3 U j . 0 6 0 .0 UO.O 0 . 0 36 .1j 63.6 0 . 0

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

5 . Does th e j u n i o r h igh sch o o l p ro v id e a n a t u r a l co n tin u an ce o f e d u c a tio n a l a c t i v i t i e s and 3 6 0 6 2 l i f e e x p e rie n c e s th e c h ild 33*3 6 6 .7 0 .0 75-0 25.0 encountered in th e elem entary sch o o l?______________________ _____________________________

0 3 2 0 1 2 10 0 .0 6 0 .0 1*0.0 0 .0 51*.? 1*5.5

0' 0 .0

6 . Does th e elem entary sch o o l tra n s m it w ith each p u p il s e n t t o j u n i o r high sch o o l a u f f i c i e n t v i t a l in fo rm a tio n f o r making a s u c c e s s fu l d ia g n o sis o f in d iv id u a l d i f f i c t i l t l e s ?

0 2 3 0 .0 !*0.0 6 0 .0

0 0 .0

0 9 0 .0 100.

0 3 5 0 .0 3 7 .5 62.5

0 5 17 0 .0 22.7 77-3

The s i x q u e s tio n s l i s t e d in th e above ta b l e a r e tak en from th e q u e s tio n n a ir e to adm inistrators*. See Appendix IX. The number* ap p earin g under th e name o f each c i t y and th e word " t o t a l " r e p r e s e n t th e number o f j u n i o r high a d m in is tr a to rs resp o n d in g from each sch o o l system and tlie t o t a l number o f adm inis­ t r a t o r s re sp o n d in g . * Not N ecessary

JUNIOR HIGH ADifTI'flSTRATOR RESPONSES TO A LIST OF ITEMS SUGGESTED AS PROBLEMS THAT CAUSE SEVENTH GRADE PUPIL CONFUSION IN THE JUNIOR HIGH SCHOOL School Systems P a r tic ip a tin g w ith Number and P er C ent o f A d m in istra to rs Responding

L is t o f P o s s ib le Problems

Okla. City 9 7 . Put th r e e checks a f t e r th o se item s t h a t do c r e a te problem s. two checks a f t e r th o s e item s t h a t may c r e a te problem s, and one check after those items

U» O g 0 «x»

fO H O Cl r ? 0 0 fS jt

T u lsa 8 w Q S % a

ro 0 f sm

I f ic h ita 5 H 0 S’ s-

\>j 0sr 9

Ia

ro 1— 1 0 -*r 0 se ® % ga

T o ta l 22 w Cl tr e £a

ro 0 sr 9 £o>

H Q t* » £

co n sid e re d i n s i g n i f i c a n t 9 8 5 1*0.9 36.1* 22.7

3 3 3 33*3 33*3 3 3 .3

I* 1* 0 50 . 0 50. 0 0. 0

2 2 1 1*0.0 1*0.0 20.0

9 9 1* 1*0.9 1*0.9 18.2

3) R etarded m ental m a tu rity o f th e in d iv id u a l

3 U 2 33.3 i*l*.l* 22.2

3 5 0 37.5 6 2 .5 0 .0

2 1 2 1*0.0 20.0 1*0.0

8 10 1* 36.1* 1*5.5 18.2

1*) I n s u f f i c i e n t developm ent o f s o c ia l co n cep ts

1* 2 3 1*1*.1* 22.2 3 3 .3

2 5 1 2 5 .0 62.5 1 2 .5

2 1 2 1*0.0 20.0 1*0.0

8 8 6 36.1* 36.1* 27.3

5) C h ild i s e m o tio n a lly tins t a b l e

3 2 1* 3 3 .3 22.2 l*l*.l*

3 1* 1 37.5 50. 0 1 2 .5

1 2 2 20.0 1*0.0 1*0.0

7 8 7 3 1 .8 36.1* 3 1 .8

6) P a p il h a s n 't le a rn e d to g e t alo n g w ith o th e rs

1 * 2 3 l*l*.l* 22.2 3 3 .3

3 5 0 3 7 .5 62.5 0 .0

3 1 1 6 0 .0 20.0 20.0

10 8 1 * 1*5.5 36.1* 1 8 .2

3

rO A

.

CM CM

2) P u p il h a s n 't le a r n e d to ap p ly h im se lf

2

CM

2 2 1 1*0.0 1*0.0 20.0

1*

-d*

3 h 1 3 7 .5 5 0 .0 12.5

1) Lack o f p r e p a ra tio n i n th e elem en tary sch o o l

3

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

TABLE m i l l

i 1 8) Unable t o a d ju s t q u ic k ly to s tr a n g e b u ild in g r o u tin e in ju n io r high sch o o l

2 2 5 2 2 .2 22.2 $ $ .6

9) O ffice p ro ced u re in j u n i o r hig h sch o o l d i f f i c u l t to u n d erstan d

e 0 •0 0 0

1* 2 3 itlt.it 22.2 33.3

01w * 0

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

7) Unable to a d ju s t e a s i ly to new s it u a t i o n s

1 it 0 2 0 .0 8 0 .0 0 .0

7 12 3 3 1 .8 5it.5 1 3 .6

1 3 it 1 2 .5 37.5 5 0 .0

1 it 0 2 0 .0 8 0 .0 0 .0

it 9 9 18.2 U0.9 U0.9

3 1 5 33.3 U . 1 5 5 .6

0 0 .0

2 6 2 5 .0 75.0

2 2 1 itO.O UO.O 20.0

5 5 12 22.7 22.7 51i.5

10) D epartm ental program i s co n fu sin g t o some p u p ils

2 3 it 22.2 33.3 J4i1.it

0 0 .0

5 3 62.5 37.5

1 1 3 2 0 .0 20.0 6 0 .0

3 9 10 1 3 .6 U0.9 U5.5

11) I n s u f f i c i e n t p r e p a ra tio n in th e elem en tary school f o r smoothly e n te r in g th e j u n i o r h ig h sc h o o l

U 2 3 U t.lt 22.2 3 3 .3

2 1 5 2 5 .0 12.$ 6 2 .5

1 3 1 20.0 6 0 .0 20.0

7 6 9 31.8 27.3 U0.9

12) The j u n i o r high school does n o t p ro v id e s u f f i c i e n t in fo rm a tio n t o th e s ix t h grades

it 3 2 itlt.it 33.3 22.2

1 2 5 1 2 .5 2 5 .0 62.5

0 0 .0

5 10 7 22.7 lt5 .5 31.8

0 5 100. 0 .0

The r e s u l t s shown In th e above t a b l e were o b ta in e d from th e re sp o n se s made by j u n i o r h ig h a d m in is tr a to rs to th e l i s t o f item s su g g ested a s p o s s ib le problem s t h a t cause sev en th g rade p u p il co n fu sio n d u rin g t h a i r f i r s t weeks i n th e j u n i o r h ig h sc h o o l.

The l i s t o f p o ssib le problems given in the ta b le come from th e item s l i s t e d under q u estio n seven in th e q u e stio n n a ire to a d m in is tra to rs . See q u e stio n 7* Appendix IX.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

115 TABLE XXIX JUNIOR til OH ADMINISTRATOR RESPONSES LISTING ITEMS TO BR INCLUDED ___________ IN THE FOLDER OF A TRANSITION PUPIL_________ S c h o o l S y s t e m P a r t i c i p a t i n g w i t h N um ber a n d P e r C e n t o f A d m i n i s t r a t o r s R e s p o n d in g I te m s t o b e I n c l u d e d i n t h e F o l d e r O k la . C i t y 9

T u ls a 8

W ic h ita 5

T o ta l 22

1 . Home a n d F a m ily B a c k g ro u n d o f f a m i l y * e c o n o m ic a n d s o c i a l s t a t u s o f hom e, num ber i n fa m ily and c h ild an d p a re n t r e la tio n s h ip s

h

6 7 5 .0

U 80.0

11* 63.6

2. H e a l t h D a ta

C o n d itio n o f th e c h i l d 's h e a lth * g e n ­ e r a l p h y s ic a l c o n d itio n * in c lu d in g e y e s , o a r s , a n d p h y s ic a l h a n d ic a p s

1 1 1 .1

5 62.5

1* 80.0

10 1*5.5

3. A d ju s tm e n t

S o c ia l a d ju s tm e n t* p a r t i c i p a t i o n i n s o c i a l a c t i v i t i e s * a b i l i t y t o ( je t a lo n g w ith o th e r s

1 1 1 .1

U 5 o .o

I* 30.0

9 1*0.9

U* T a l e n t s

A r e c o r d o f th e p u p i l 's s p e c i a l ta le n ts , a b i l i t i e s , and in te r e s ts

2 22.2

2 25.0

1* 3 0 .0

8 36.1*

5 . Efenotions

A r e c o r d o f th e p u p i l 's c o n t r o l o r l a d e o f c o n t r o l o f h i s e m o t i o n s . H is e m o tio n a l a d ju s tm e n t and b a la n c e

0 0 .0

i* 5 0 .0

1* 8 0 .0

8 36.1*

6 . P u p i l 's I . Q .

A d e p e n d a b le I . Q . * d e t e r m i n e d b y a t l e a s t th r e e s ta n d a r d m e n ta l t e s t s

2 22.2

1* 50.0

2 1*0.0

8 36.1*

7 . P e r s o n a lity

The in d iv id u a l 's t r a i t s o f p e r s o n a lity and c h a r a c te r

2 22.2

3 37*5

3 6 0 .0

8 36. 1*

10 3 1 .3

33

Help elem en tary p u p ils to d ev elo p good s o c ia l h a b its and t o d ev elo p s o c ia l adequacy f o r J u n io r hi,?h sch o o l l i f e

1

!

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

7 . S o c ia l Growth

12 U2.9

35 38.9

E s ta b lis h a c lo s e r and more f r ie n d ly c o n ta c t program between th e elem en tary and j u n i o r hig h s c h o o ls . Each t r y to u n d erstan d th e problem s o f th e o th e r

U U3.8

11 36.7

10 35.7

35 38.9

Elem entary sc h o o ls keep e s s e n t i a l and in fo rm a tiv e re c o rd s o f i t s p u p ils to send alo n g w ith thorn t o j u n io r h ig h

13 ii0 .6

10 33.3

10 35.7

33 36 .7

10. Study H ab its

Help s ix t h g ra d e rs develop good stu d y h a b i t s , to do th in g s on t h e i r own, and to make econom ical use o f t h e i r tim e

12 3 7 .5

10 33.3

6 21J*

28 3 1 .1

11* P a re n ts

Inform p a re n ts a t s ix t h g ra d e rs about j u n i o r high sch o o l through a s se m b lie s, d is c u s s io n m e e tin g s, b u l l e t i n s , e t c .

9 2 8 .1

7 23.3

10 35.7

26 28.9

1 2 . T eacher Exchange

S ix th and sev e n th grade te a c h e r s ex*> change g rad es f o r one y e a r . S ix th grade te a c h e r s go on w ith p u p ils to j u n i o r h ig h and s e v e n th grade te a c h e rs s t a r t w ith s i x t h g ra d e p u p ils

9 2 8 .1

7 23.3

6 21 J t

22 2U.li

6 1 8 .8

3 1 0 .0

5 17.9

lit 15.6

9 . C ontact Program

9« P roper Records

1 3 . L e ft Blank

E ith e r had no su g g e stio n s t o make o r c o n sid e re d any coming to mind a s u n im p o rtan t

The item s l i s t e d in th e above ta b le were o b ta in e d from th e resp o n ses made by elem en tary a d m in is tr a to rs t o th e r e q u e s t f o r s u g g e stio n s t o th e elem en tary sc h o o ls f o r ways and methods o f making t r a n s i t i o n from th e s i x t h t o th e sev en th grade sm oother and e a s i e r . See Item 2, Appendix X.

[

i

3

O Cvi

E->

Pt CO

O P ■H