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ABSTRACT James Ronald Welch, MOVING from the MIDDLE ABSTRACT James Ronald Welch, MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS (Under the direction of Dr. Matthew Militello). Department of Educational Leadership, March 2019. The current study sought to understand the stress of the eighth grade to high school transition at the International School Bangkok (ISB) and make recommendations for improving this experience. Transitioning from middle school to high school is one of the most stressful events in an adolescent’s life due to physiological and social-emotional changes they experience at this time. Twelve students from the American, Thai, Japanese, and Korean communities were followed for their first three high school semesters to understand the difficulties of the middle school to high school transition. These students, along with four counselors at the school, were my Co-Practitioner-Researchers (CPR), and through their experiences, we came to understand the struggles involved in this transition at the ISB. Collection of data in participatory action research (PAR) Cycle 1 was through a transition survey and CPR drawings of the most stressful aspect of the transition, which I clarified in an interview. In PAR Cycle 2, CPR members photographed the most stressful part of the transition, then reaching consensus themes as a group. Students kept a weekly diary of time usage. In PAR Cycle 3, the CPR team completed a survey of the stress of the tenth- grade transition. Interviews with students and counselors were analyzed. Finally, a community learning exchange (CLE) was conducted at the end of Cycle 3 to present the study findings to ISB colleagues. At the CLE, I collected data through Journey Lines and interviews from staff on student stress of the tenth-grade transition. Data analysis indicated that academic stress, time management, social pressures, and student-teacher relationships were the emerging themes in PAR Cycle 1. The same themes, along with internal pressure were evident in PAR Cycle 2. In PAR Cycle 3, university planning, time management, academic grades, and after-school activities, were their primary stressors. The findings of this study provide meaningful information about student stress involved in transitioning from middle school to high school in international schools and offers advice on how to improve this transition. MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS A Dissertation Presented to The Faculty of the Department of Educational Leadership East Carolina University In Partial Fulfillment of the Requirements for the Degree Doctor of Education in Educational Leadership by James Ronald Welch March, 2019 ©Copyright 2019 James Ronald Welch MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS by James Ronald Welch APPROVED BY: DIRECTOR OF DISSERTATION:______________________________________________ Matthew Militello, PhD COMMITTEE MEMBER:_____________________________________________________ David Siegel, PhD COMMITTEE MEMBER:_____________________________________________________ Marjorie Ringler, EdD COMMITTEE MEMBER:_____________________________________________________ Lynda Tredway, MA CHAIR OF THE DEPARTMENT OF EDUCATIONAL LEADERSHIP: _________________________________________________________ Marjorie Ringler, EdD DEAN OF THE GRADUATE SCHOOL: _________________________________________________________ Paul Gemperline, PhD DEDICATION I dedicate this dissertation to my son, Andrew Walker Welch, and to our family who is no longer with us: my mother, Margaret, my father, Ron, and my sister, Sherree. ACKNOWLEDGEMENTS This work did not happen in isolation, and I could not have completed it without the help and support of my professors, colleagues, friends, and family. I want to thank my wife, Wendy, for her support and understanding through this academic journey and for being a fantastic mother. My son, Andrew, thank you for the laughter and joy you brought to my life on a daily basis. My friends, Stan and Lowell, thank you for providing support, laughter, and insight over the past three years. To Dr. Militello, thank you for having the vision to start the SE Asia Cohort and for allowing me to be a participant. You are an inspirational educator, and I greatly appreciated your advice and patience on this journey. To Lynda Tredway, thank you for your dedication to detail and your support on both the joyous and darkest days of this journey. Without their support, I would not have finished this work. To my other professors and instructors, thank you for your time, help, and support. To my colleagues at the International School Bangkok and to the students who were a part of this research, thank you all for your time, honesty, and insight during this research. I also want to thank the ISB school administration and leadership team for allowing me to conduct my research on campus and for being supportive of my work. To Linda Britton, my teaching mentor, it is your fault I stuck with this teaching career. Thank you for your advice, one-liners, “country sayings,” and answering my endless amount of questions when I first started teaching. Without your guidance and encouragement, I never would have survived my first year of teaching. To my colleagues in my ECU Cohort, thank you for the collaborations and for sharing the past three years of your lives with me. I am truly blessed to know you all and will miss you all a great deal. This experience was exceptional because of each and every one of you, and I am a better educator and person from our time together. Esse quam videri. TABLE OF CONTENTS Page TITLE........................................................................................................................ i COPYRIGHT............................................................................................................ ii SIGNATURE............................................................................................................ iii DEDICATION.......................................................................................................... iv ACKNOWLEDGEMENTS...................................................................................... v LIST OF TABLES.................................................................................................... xvii LIST OF FIGURES................................................................................................... xix CHAPTER 1: NAMING AND FRAMING FOCUS OF PRACTICE (FoP)........... 1 Introduction………………………………………………………………… 1 Focus of Practice (FoP).................................................................................. 4 Evidence about Transition for Students: Assets and Challenges.......... 5 Assets.................................................................................................... 7 Challenges……………………………………………………………. 8 Framework for the FoP: Meta-Questions…………………………………… 10 Improvement Goal: Purpose and Theory of Action………………………… 12 Goal and Driver Diagram…………………………………………….. 13 Theory of Action……………………………………………………... 13 Significance of the FoP……………………………………………………... 15 Research Questions…………………………………………………............. 16 Participatory Action Research Design……………………………………… 16 Study Limitations…………………………………………………………… 17 Contributions of the Study………………………………………………….. 17 Summary……………………………………………………………………. 18 CHAPTER 2: LITERATURE REVIEW.................................................................. 20 Introduction..................................................................................................... 20 Physiological and Cognitive........................................................................... 24 Puberty.................................................................................................. 24 Brain Development in Puberty……………………………………….. 25 Intellectual Development and Cognition…………………………….. 27 Moral Development………………………………………………….. 29 Psychological Changes and Challenges…………………………………….. 31 Psychological Changes……………………………………………….. 32 Adolescent needs………………………………………………. 33 Identity formation……………………………………………… 33 Behavior fluctuation…………………………………………… 34 Social and Emotional Development………………………………….. 35 Relationships: A need to belong………………………………. 36 Sense of belonging for minorities……………………………... 36 The role of teachers……………………………………………. 37 Socio-Cultural Context for Transitions……………………………………... 37 Characteristics of Confucian Learning……………………………….. 38 Cross Cultural Characteristics………………………………………... 39 Filial piety……………………………………………………... 39 Academic stress in Asian cultures……………………………... 40 Gender differences…………………………………………….. 41 Differences in East and West belief systems………………….. 42 Socioeconomic status and the ISB…………………………….. 44 Shifting Academic Demands………………………………………………... 46 Quantity and Quality…………………………………………………. 46 Parent and Teacher Expectations…………………………………….. 47 Complexities of Transitions………………………………………………… 49 Transition as a Process, Not an Event / Stresses of Transitions……… 49 International Movement……………………………………………… 52 Conclusion………………………………………………………………….. 54 Key Findings…………………………………………………………. 55 Limitations…………………………………………………………… 57 Connections to Chapter 3…………………………………………….. 57 CHAPTER 3: CONTEXT FOR THE FoP................................................................ 58 Introduction…………………………………………………………………. 58 Settings and Demographics…………………………………………………. 59 History: Self, Organization………………………………………………….
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