Relevant bibliographies by topics / Schlossberg's Transition Theory

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  2. Dissertations / Theses
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Academic literature on the topic 'Schlossberg's Transition Theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Schlossberg's Transition Theory"

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Wall, Peter, Catherine Fetherston, and Caroline Browne. "Understanding the enrolled nurse to registered nurse journey through a model adapted from Schlossberg's transition theory." Nurse Education Today 67 (August 2018): 6–14. http://dx.doi.org/10.1016/j.nedt.2018.04.017.

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Karmelita, Courtney E. "Exploring the experiences of adult learners in a transition program." Journal of Adult and Continuing Education 24, no. 2 (August 19, 2018): 141–64. http://dx.doi.org/10.1177/1477971418791587.

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Transition programs have emerged as a support for adult learners seeking college education. Adult learners’ perspectives are missing in the literature on transition programs. To better support adult learners in transition programs, it is essential to understand their experiences and perspectives. Using Schlossberg’s Transition Theory (Anderson, Goodman, & Schlossberg, 2012) and Cross’s (1991) student barrier categorizations as a framework, this narrative study investigates the experiences of five adult learners enrolled in a transition program. The findings indicate that the relationships the participants formed through the program served as a support system, and that participation in the program led to a shift in self-perception. The participant narratives also highlight barriers to college enrollment for adult learners, such as difficulty using technology and health related issues.
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Wheeler, Garry D., Laurie A. Malone, Sandy VanVlack, Ewen R. Nelson, and Robert D. Steadward. "Retirement from Disability Sport: A Pilot Study." Adapted Physical Activity Quarterly 13, no. 4 (October 1996): 382–99. http://dx.doi.org/10.1123/apaq.13.4.382.

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We examined the transition experiences and adjustment to retirement among 18 athletes with disabilities. Adopting a grounded theory approach, we interviewed athletes using a semistructured format based on Schlossberg’s (1981, 1984) transition model. Three basic questions were asked regarding the competitive period, events surrounding the retirement decision, and adjustment to retirement. Data were analyzed by an iterative process and a model was developed. Sport was a highly valued part of the lives of athletes; personal commitment to sport was evident and often taken to extremes including overtraining and ignoring medical advice. Transition from sport was an emotional experience for athletes, and difficulties were associated with voluntary versus involuntary retirement and readiness or lack of readiness for retirement. Coping with retirement appeared to be facilitated by readiness and having other job and family interests outside of sport. Many athletes expressed concern regarding chronic injuries and aging with a disability. We suggest that the Schlossberg model is a useful framework for examining athlete transition and adjustment to retirement.
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Flowers, Ronald D., Cheyenne Luzynski, and Eboni M. Zamani-Gallaher. "Male Transfer Student Athletes and Schlossberg’s Transition Theory." Journal for the Study of Sports and Athletes in Education 8, no. 2 (June 26, 2014): 99–120. http://dx.doi.org/10.1179/1935739714z.00000000021.

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Adjei, Millicent, Nina Nana Aba Pels, and Vanessa Nana Darkoa Amoako. "Responding to Covid‑19: Experiences of Ashesi University’s Student Affairs Team." Journal for Students Affairs in Africa 9, no. 1 (May 31, 2021): 135–56. http://dx.doi.org/10.24085/jsaa.v9i1.1433.

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The Covid‑19 pandemic has revealed the abilities or lack thereof of many higher education institutions to adequately support the academic and co‑curricular needs of students in times of crisis. In this reflective practitioner account, Schlossberg’s Transition Theory is used to analyse the transitional experiences of students amid the Covid‑19 pandemic and how the Office of Student and Community Affairs (OSCA) team at Ashesi University successfully supported students as they navigated the academic semester. One-to-one interviews with department heads of the five OSCA units were conducted alongside focus group discussions with a cross-section of 17 students. The findings suggest that (i) advising, (ii) engagement, and (iii) timely online support interventions contributed immensely to students’ success in transitioning from in‑person to remote learning.
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Zhang, Yi (Leaf). "International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University." Journal of International Students 6, no. 1 (January 1, 2016): 175–94. http://dx.doi.org/10.32674/jis.v6i1.487.

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In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success
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Workman, Jamie L. "Exploratory Students' Experiences With First-Year Academic Advising." NACADA Journal 35, no. 1 (July 1, 2015): 5–12. http://dx.doi.org/10.12930/nacada-14-005.

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Six sophomore students who had entered a public midwestern university as undeclared participated in the study. The advisors used a modified form of appreciative advising designed to assist first-year exploratory students. The study was conducted using grounded theory techniques, a phenomenological perspective, and semi-structured interviews. At the time of interview some participants had declared majors. Themes that emerged from the data were categorized according to the Schlossberg transition model. The study provides insight into meaning making that can aid the practice of advising this unique population through career-related and decision-making processes.
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Schmitt, Catherine A., and Rachel Schiffman. "Perceived needs and coping resources of newly hired nurses." SAGE Open Medicine 7 (January 2019): 205031211983321. http://dx.doi.org/10.1177/2050312119833216.

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Objective: Newly hired nurses who do not transition well often leave their first nursing position or nursing prematurely, at great cost to themselves, the profession, hiring organizations and patients. The purpose of this secondary analysis study was to better understand the transition experience of new graduate nurses and experienced nurses as they moved to a new setting in nursing, and the preceptor’s role in that transition. Methods: Schlossberg’s Transition Theory provided the framework for the secondary analysis of a large qualitative data set that were collected from 118 newly hired nurses who were predominantly female and Caucasian with the majority being under the age of 30 years and having less than 1-year experience. The data available for secondary analysis included all transcripts from the original study. Results: Two main themes were identified: Institutional Support and Sense of Self. Discussion: Preceptors are critical early in the transition and the newly hired nurse continues to look for support beyond the first year of the transition. Hospitals should consider implementing transition to practice programs that support the newly hired nurse, to include those with prior experience, throughout the first year of transition and should also consider a mentorship program of support after the first year.
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Adewale, Titilola, Mark M. D'Amico, and Spencer Salas. "“It’s Kinda Weird”: Hybrid Identities in the International Undergraduate Community." Journal of International Students 8, no. 2 (April 1, 2018): 861–83. http://dx.doi.org/10.32674/jis.v8i2.118.

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With benefits international students bring to campus, universities have adopted aggressive recruitment practices and increased institutional support for their retention and positive college engagement (Hegarty, 2014). Due to globalization, increasing numbers of international students enter college with multiple cultural/national affiliations (Gomes, Berry, Alzougool, & Chang, 2014). Yet, little is known about these complex identities and how they shape students’ experiences in U.S. higher education. Using Schlossberg’s Transition Theory, the article leverages interview data to theorize hybrid national/cultural identities of five “international” undergraduate students at a private university on the Eastern seaboard. Although the institution used passport information to categorize student nationality, participants chose to self-identify less categorically. Our discussion recommends dialogue around international students’ identity constructs to thoughtfully affirm hybridity.
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Collom, Gresham D., J. Patrick Biddix, and Britta L. Svoboda. "“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant." Community College Review 49, no. 4 (June 29, 2021): 413–34. http://dx.doi.org/10.1177/00915521211026679.

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Objective: States increasingly create promise programs to increase college enrollment and degree attainment. The objective of this study was to understand the experiences of adult learners using the Tennessee Reconnect Grant (TN Reconnect) as they transitioned to becoming college students. Methods: Drawing upon interviews with 23 adult learners, this longitudinal qualitative study applied Schlossberg’s Transition Theory to explore the experience of transitioning to college. Results: Findings revealed students who used the TN Reconnect, many of whom were first-generation and low-income students, faced insurmountable barriers that contributed to their decision to initially not enroll in college or drop out of college. Access to TN Reconnect provided an unexpected opportunity for them to return to college. However, participants still faced barriers often associated with adult, first-generation, and low-income students. Contributions: Findings suggest state and institutional policy, and practice must adapt to fit the unique needs of adult learners to maximize degree completion outcomes. As currently structured, promise programs may not provide substantial benefits to student groups who face significant barriers to success, such as adult learners. State policymakers must explore the benefits of adopting a more equitable policy structure and/or implement additional services and resources for adult learners.
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Dissertations / Theses on the topic "Schlossberg's Transition Theory"

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Workman, Jamie L. "Undecided First Year College Students' Experiences with Academic Advising at Miami University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369836009.

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Layne, Velma. "Transitions from Military Duty to College for United States Military Veterans." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2493.

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Some veterans transitioning from military duty to the classroom are not obtaining college degrees. The purpose of this study was to investigate student veterans’ perceptions of the transition services and support systems at their college that might impact the challenges they face while pursuing a college degree. The theoretical framework for this study was Schlossberg’s Theory of Transition. The guiding research question asked how military veterans perceived the transition services and support systems at their university in the context of their decision to obtain their degrees. A purposeful sampling approach was used for selecting student veteran participants who had returned from active duty and were enrolled at the university for 1 year. Moustakas’s transcendental approach was the model used for interviewing 12 veterans. Inductive analysis was used to analyze data, including coding the interview transcripts and identifying themes to capture the collective experience of the veterans. Participants indicated that existing emotional or social support programs, organizations, and personnel to assist them on campus were inadequate. Implications for social change include increasing faculty and staff understanding of veterans’ needs, which may lead to improved transition services, support systems, and communications within the university. Results may be used to improve retention and degree completion rates of student veterans.
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Ross, Yvonne Rose. "Perceived Academic Needs of Military Veterans Within a For-Profit." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1929.

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The number of recent U.S. military veterans attending college has increased due to the Veterans Education Assistance Act; however, retention and graduation rates for this population have declined. The purpose of this qualitative study was to identify the experiences and academic needs of recent military veterans as they transition from the military to academic life at a for-profit, proprietary college. In addition, this study identified differences in the problems faced by male and female veterans and explored whether veterans understood the resources available to them as they enrolled in higher education. Schlossberg's transitional theory was the conceptual framework used in this ethnographic case study. Eight female and 8 male military veterans of the Iraq or Afghanistan war were selected for focused interviews through purposeful sampling. The results of the study indicated that regardless of gender, military veteran students at the local college needed time management skills, help with medical and social issues, and career development. While the college was perceived as student centered, another emergent theme was ineffective classroom management. A 3-day professional development program was designed for faculty and staff in order to increase their knowledge of the challenges faced by veterans in transition and to help military veteran students achieve academic success. Future research could expand the numbers of colleges and students represented in the study. This study promotes positive social change by providing higher education faculty members the results of the study so that they can apply the findings in amending current teaching strategies in an effort to provide a comprehensive learning environment for military veteran student.
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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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Powers, Monica S. "Applying Schlossberg's transition theory to nontraditional male drop-outs." 2010. http://proquest.umi.com/pqdweb?did=2013173151&sid=10&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010.
Title from title screen (site viewed July 6, 2010). PDF text: x. 242 p. : col. ill. ; 4 Mb. UMI publication number: AAT 3397864. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Ramashamole, Maliile A. "An exploration of the career barriers faced by black women in middle management: an application of Schlossberg's Transition Theory." Thesis, 2010. http://hdl.handle.net/10539/8293.

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MA, Industrial Psychology, Faculty of Humanities, University of the Witwatersrand, 2010
This study explored the career barriers of black women in middle management through the application of Schlossberg’s Transition Theory. The rationale behind the study was informed by statistics that show that there are few black women in top management, a fact attributable to the double discrimination faced during Apartheid because of their gender and race. The two aims of the study were to explore any career barriers that these women may be experiencing or have experienced as they attempt to advance their careers to top management; and secondly, to explore the coping strategies that these women use to deal with the barriers experienced while attempting to advance their careers. In order to investigate the research questions, nine women who met the criteria of the study participated in semi-structured interviews. The study was qualitative in nature, and the interview transcripts were analyzed through thematic content analysis. The main themes were identified and presented under the 4 S’s: Situation, Self, Support and Strategy. What became apparent from the findings was that the participants were dealing with a dual challenge of gender and race discrimination. They were also dealing with role conflict and other barriers such as politics in the workplace and age discrimination. However, it was found that these women were proactive in confronting their challenges as they engaged in numerous coping strategies including education and social support to cope with the career barriers. Schlossberg’s Transition Theory proved to be an appropriate framework for exploration of the career barriers and thus the application of this theory had implications for theory, organisations and future research.
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Books on the topic "Schlossberg's Transition Theory"

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Anderson, Mary Louise. Counseling adults in transition: Linking Schlossberg's theory with practice in a diverse world. 4th ed. New York, NY: Springer Pub., 2011.

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Book chapters on the topic "Schlossberg's Transition Theory"

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Barclay, Susan R. "Schlossberg’s Transition Theory." In College Student Development. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826118165.0003.

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Kerr, Daniel Basil, and Tom Gore. "Developing Social Emotional Learning Competencies Through Virtual Internships." In Leading Schools With Social, Emotional, and Academic Development (SEAD), 273–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6728-9.ch014.

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This chapter explores the experiences of four virtual interns working with organizations tackling social issues in Ecuador, Morocco, South Africa, and Vietnam. These internships provided a unique opportunity to develop and apply the social, emotional, and academic development (SEAD) competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Schlossberg's transition theory provides a framework for transitioning to another culture and cultural mapping is used as a tool to identify, plan, and mitigate differences in cultural orientations between interns and colleagues in their host countries. The chapter draws upon student narratives and reflections, and supervisor feedback to capture what they learned and the challenges they faced as they completed their virtual internships. The results contribute to the literature related to the development of SEAD competencies through virtual internships for high school and college students.
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Garcia, Roberto M. "Practice-Based Educational Research." In Practice-Based and Practice-Led Research for Dissertation Development, 207–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6664-0.ch010.

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Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.
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