Middle school attributes in Alberta : their effects on student achievement at the grade six level

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dc.contributor.authorHadden, Keith W.
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorTownsend, David
dc.date.accessioned2007-04-23T17:55:26Z
dc.date.available2007-04-23T17:55:26Z
dc.date.issued1999
dc.degree.levelMasters
dc.descriptionx, 149 leaves : ill. ; 28 cm.en
dc.description.abstractThis study investigated the relationship between middle school attributes and student achievement at the grade six level in Alberta. Student achievement was measured by scores attained on the four grade six Provincial Achievement Tests released in August 1998. combined scores and gender-specific scores for each of the four subjects were investigated. The Middle School Attribute Survey (MSAS) measured the level of implementation of middle school programming in the sample schools. Data analyses included Pearson product-moment correlation matrices. Information regarding the socio-economic background of the schools was used in the discussion of the results to aid in the understanding of any relationships that occured between student achievement and implementation of middle school programming. Results indicated positive relationships between several middle school attributes and student achievement, most notably between overall implementation of middle school programming and language arts achievement for boys and social studies achievement for both genders.en
dc.identifier.urihttps://hdl.handle.net/10133/89
dc.language.isoen_USen
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999en
dc.publisher.facultyEducation
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)en
dc.subjectMiddle schools -- Albertaen
dc.subjectAcademic achievement -- Albertaen
dc.subjectDissertations, Academicen
dc.titleMiddle school attributes in Alberta : their effects on student achievement at the grade six levelen
dc.typeThesisen
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