AbstractsEducation Research & Administration

The purpose of this study was to investigate the impact of a set of structured articulation activities on the transition of students from grade eight to grade nine. In addition to this study, there are two linking studies, Allen (2011) and Christian (2012). Both studies examined the implications of the intervention of the articulation activities on the academic performance and behavioral conduct (Allen) and the development of Grant County Middle School and Grant County High School organize and progress into a learning organization (Christian). All three studies used the same conceptual framework to develop and construct their individual studies and create a vision that was implemented by teachers, administrators and students. Data were collected by retrieval from three student surveys; the Susan Harter Self-Perception Profile For Adolescents, the Susan Anderson Student Group, and the Focus Group Student Surveys). This was a post treatment one time study with a treatment (implementation) group and one comparison group. The study relies on the literature review of three vital concepts: organizational learning, high reliability organizations, and effective schools. This study was a quasi mixed-method design using both quantitative and qualitative methods. Likert-type survey instruments were used to address personality profiles and the academic, procedural, and social transition from the student’s perspective of the transition from grade eight to grade nine. Data were analyzed to determine if the set of structured articulation activities influenced student attitudes about the transition process the student experienced moving to the high school. Recommendation for best practices for grade eight to grade nine are included as well as recommendations for further studies in the area of transitioning from middle to high school.