Relevant bibliographies by topics / Transition from home to school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Transition from home to school'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Transition from home to school"

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Richardson, Lesley. "Review of Transition from Home to School." Australasian Journal of Early Childhood 22, no. 1 (March 1997): 18–22. http://dx.doi.org/10.1177/183693919702200105.

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This paper is concerned with the transition of the child from home or preschool to the formal school environment in Australia and New Zealand. The entry age of children into school, procedures for enrolment, and the roles of teachers and parents are highlighted. All but two States in Australia have a reception full-day year in school prior to Year 1, few States have a common starting age, and different States and school systems use a variety of procedures to enrol children. All systems have advantages and disadvantages for the child and the school administration, but the need for a sense of continuity to smooth the transition and the management of stress that stems from the child's changed environment and routines is emphasised.
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Wittenberg, Isca. "The transition from home to nursery school." Infant Observation 4, no. 2 (March 2001): 23–35. http://dx.doi.org/10.1080/13698030108401621.

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Solhaug, Marius, Rune Høigaard, and Stig Arve Sæther. "The balancing act of combining school and football in the transition from a non-professional club into junior-elite academy football." Scandinavian Journal of Sport and Exercise Psychology 3 (August 23, 2021): 40–46. http://dx.doi.org/10.7146/sjsep.v3i.128322.

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Football players in the transition from junior-to-senior are usually involved in dual careers, combining school and football – a process that makes them dependent on a holistic talent-development journey. The aim of the current study was to describe how male junior elite football players (N=10; 5=living at home, 5=living away from home) perceived stressors in the transition from a non-professional club into a junior elite academy. Furthermore, the school transition (between lower- and upper-secondary school) and social transition (based on the school and football transitions) as a consequence of the football transition into academy football. Based on Wylleman and Lavallee’s (2004) and Stambulova’s (2003) models, the data were analysed based on the following three levels in the transitions: athletic, academic - and psycho-social. The main perceived stressors in the football transition (athletic level) were new performance demands, which impacted them both physically (e.g., quality of training) and psychologically (e.g., self-esteem and well-being). Perceived stressors in the school transition (academic level) were related to increased academic workload and expectations, and academic achievement. Perceived stressors related to the social transition (psycho-social level) among the players that have chosen to live away from home were new roommates and doing more housework, even though they adapted quickly to the new requirements. Both groups highlighted the importance of having a social network (friends, leisure activity) outside of football, so they got to relax and not always think about football or school. The study findings suggest that maintaining dual careers introduces stressors for most players – independent of living at home or away from home.
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Hendry, Joy. "Kindergartens and the Transition from Home to School Education." Comparative Education 22, no. 1 (January 1986): 53–58. http://dx.doi.org/10.1080/0305006860220109.

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Strnadová, Iva, and Therese M. Cumming. "The importance of quality transition processes for students with disabilities across settings: Learning from the current situation in New South Wales." Australian Journal of Education 58, no. 3 (July 16, 2014): 318–36. http://dx.doi.org/10.1177/0004944114543603.

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This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.
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Lenz, Brenda. "The Transition From Adolescence to Young Adulthood: A Theoretical Perspective." Journal of School Nursing 17, no. 6 (December 2001): 300–306. http://dx.doi.org/10.1177/10598405010170060401.

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Life transitions are periods in time when individuals experience major changes. Transitions may occur during periods between two relatively stable states of human development. The associated changes with the transition bring instability as the person passes through the period. During this period, the individual is typically required to make major adjustments, to develop new skills, or to learn to cope with new experiences. One major life transition begins during the final year or years of high school. This transition, unlike childhood transitions, for many individuals will include a move from one’s childhood home and away from their family of origin and from an established network of friends. A successful transition to young adulthood will form a foundation for the individual in future stages of development and transitions. Three frameworks of transition, developmental psychology, counseling, and nursing, are described.
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Mohite, Prerana, and Namita Bhatt. "From Home to School: Mapping Children's Transition in the Indian Context." Research in Comparative and International Education 3, no. 3 (January 2008): 308–16. http://dx.doi.org/10.2304/rcie.2008.3.3.308.

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Nuske, Heather Joy, Elizabeth McGhee Hassrick, Briana Bronstein, Lindsay Hauptman, Courtney Aponte, Lynne Levato, Aubyn Stahmer, et al. "Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success." Autism 23, no. 2 (February 19, 2018): 306–25. http://dx.doi.org/10.1177/1362361318754529.

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Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.
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Strnadová, Iva, Therese M. Cumming, and Joanne Danker. "Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives." Australasian Journal of Special Education 40, no. 2 (May 4, 2016): 141–56. http://dx.doi.org/10.1017/jse.2016.2.

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Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.
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Finney, Rebecca, Cathy Atkinson, Mike Barclay, and Ben Tawil. "How does transition to secondary school influence home, school and community play?" Educational and Child Psychology 37, no. 4 (December 2020): 10–24. http://dx.doi.org/10.53841/bpsecp.2020.37.4.10.

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AimThis study gathered views of 10 to 12-years-old pupils about their play experiences before and after transition to secondary school, comparing access to their right to play.MethodA multiple-case study design was used to gather views of six Year 6 primary pupils and six Year 7 secondary pupils living in the same community in the United Kingdom (UK). Six workshops, including a focus group, were conducted with each year group.FindingsQualitative data from both focus groups were analysed thematically, individually and across year groups. Findings indicated that temporal, spatial and psychological factors affected both Year 6 and Year 7 pupils’ play access. Year 6 pupils were more satisfied with their play opportunities and reported more time to play.LimitationsThe small-scale size of this study limits drawing conclusions. Data were collected in the summer term and therefore the weather and point in the school year may have been influential.ConclusionsFindings suggested that, for the pupils involved, play opportunities appeared to decrease upon transition to secondary school. It is therefore important that barriers to play across age groups are considered and addressed, to ensure that all children can realise their right to play. Educational psychologists (EPs) can raise awareness of the benefits of play and the potential impact of limited play opportunities for older children.
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Dissertations / Theses on the topic "Transition from home to school"

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Young, Janelle Patricia, and n/a. "Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061025.140003.

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This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents' perceptions of their children's personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children's measures of literacy achievement. Their perceptions were found to be accurate. Parents supported children's literacy growth at home in both the prior-to-school period and throughout Year 1. Teachers reflected on children's characteristics as members of their classes and on their knowledge of children's preparation for literacy. Generally, their predictions of literacy success were based on unsustainable connections with children's ability to concentrate, follow directions and stay on task. Children demonstrated a broad range of understandings about literacy in the prior-to-school period and teachers failed to acknowledge the extent of these. Children's prior-to-school understandings relating to the alphabet, environmental print, concepts about print and phonological awareness all predicted later literacy achievements. Alphabetic knowledge and environment print were found to be the strongest predictors. Results showed few significant school, age, home or gender effects. However, children's prior-to-school understandings of literacy were shown to predict later literacy achievement. Those with the greater level of knowledge prior-to-school generally maintained that advantage when later literacy achievements were measured.
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Young, Janelle Patricia. "Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367304.

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This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents' perceptions of their children's personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children's measures of literacy achievement. Their perceptions were found to be accurate. Parents supported children's literacy growth at home in both the prior-to-school period and throughout Year 1. Teachers reflected on children's characteristics as members of their classes and on their knowledge of children's preparation for literacy. Generally, their predictions of literacy success were based on unsustainable connections with children's ability to concentrate, follow directions and stay on task. Children demonstrated a broad range of understandings about literacy in the prior-to-school period and teachers failed to acknowledge the extent of these. Children's prior-to-school understandings relating to the alphabet, environmental print, concepts about print and phonological awareness all predicted later literacy achievements. Alphabetic knowledge and environment print were found to be the strongest predictors. Results showed few significant school, age, home or gender effects. However, children's prior-to-school understandings of literacy were shown to predict later literacy achievement. Those with the greater level of knowledge prior-to-school generally maintained that advantage when later literacy achievements were measured.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Cognition, Language and Special Education<br>Full Text
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Kohl, Kathryn L. "Identity, purpose, and change : a study of continuity and discontinuity in young literacy learners' transition from home to school." Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286881.

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Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.

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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college.<br>Department of Educational Studies
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Phatudi, Nkidi Caroline. "A study of transition from preschool and home contexts to Grade 1 in a developing country." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-134056.

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Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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Stec, Sandra M. "Transition from Geriatric Assessment and Rehabilitation Units to home." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62853.pdf.

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Ahola-Sidaway, Janice Ann. "Student transition from elementary school to high school." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72833.

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Roberts, Joanne P. "The transition from primary school to secondary school." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.

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A feature ofthe education system in the United Kingdom is the transfer of children, at approximately age of 11, from a smaller primary school to a larger secondary school. Evidence suggests this transition is an important time in a child's life and whilst many children make a smooth transition, some find this change very difficult. This thesis reviews the literature regarding parental influence on the transition from primary school to secondary school. Research has identified tha,t parental involvement in a child's education can have a considerable effect on a child's academic and psychological adjustment. However, during transition, when children typically have to manage a number of competing demands, parental involvement generally declines substantially. To contextualise and facilitate an understanding ofthe factors which effect parental involvement during transition, th~ review aisp considered the influence oftransition on adolescent adjustment and parental influence on adolescent adjustment. The experimental paper explored the long term effects oftransition on adolescent adjustment by investigating how pre transition levels of cognitive ability, levels of psychopathology and emotional intelligence have an effect on transition. Pre transition (year 6) pupils comple.ted measures ofcognitive ability, emotional intelligence and psychopathology. Post transition (year 7 and year 8) pupils completed measures ofemotional intelligence, psychopathology and answered questions abouttransition. The results demonstrated low self concept and/or high anxiety scores were significant predictors ofa negative report oftransition. Furthermore, a higher score on one measure ofemotional intelligence proved a significant predictor ofa positivereport oftransition.
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Kihlgren, Annica. "Older patients in transition : from home care towards emergency care /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-271-3/.

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Books on the topic "Transition from home to school"

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Peak, Lois. Learning to go to school in Japan: The transition from home to preschoollife. Berkeley: University of California Press, 1991.

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Peak, Lois. Learning to go to school in Japan: The transition from home to preschool life. Berkeley: University of California Press, 1991.

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Hilaris, Constantina. Assessing a child's transition from the home to a pre-school environment: Staff and parent attitudes and practices explored. London: University of Surrey Roehampton, 2002.

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Dave, Mearns, and Smith Maureen, eds. Home from school. Glasgow: Jordanhill College of Education, 1987.

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MacBeath, John. Home from school. Glasgow: Jordanhill Coll.of Educ., 1989.

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Baichman, Etta. The transition from school to work: A bibliography. [North York, Ont.]: York University, 1991.

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Baichman-Anisef, Etta. The transition from school to work: A bibliography. [North York, Ont.]: Institute for Social Research, York University, 1993.

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Bridging the transition from primary to secondary school. New York: Routledge, 2011.

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Parents who teach: Stories from home and from school. London: Cassell, 1997.

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Wilkins, Carmen. The Challis Transition Programme: A school-based transition initiative. [Perth, W.A.]: Early Childhood Branch, Education Dept. of Western Australia, 1985.

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Book chapters on the topic "Transition from home to school"

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Gebel, Michael, and Stefanie Heyne. "Back Home: Young Women’s Transition from School to Inactivity." In Transitions to Adulthood in the Middle East and North Africa, 103–21. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137355560_7.

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Lam, Mei Seung. "A Sociocultural Approach to Children in the Transition from Home to Kindergarten." In Transitions to School - International Research, Policy and Practice, 129–44. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7350-9_10.

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Mary, Latisha, and Andrea S. Young. "8. From Silencing to Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-school." In New Perspectives on Translanguaging and Education, edited by BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, and Åsa Wedin, 108–28. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097821-009.

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Delgado-Gaitan, Concha, and Henry Trueba. "From School to Home." In Crossing Cultural Borders, 114–36. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003331322-5.

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Hollands, Robert G. "From School to Schemes." In The Long Transition, 23–43. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20649-0_2.

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Padovan-Özdemir, Marta, and Barbara Noel Day. "Migrant parents enacting citizenship in school–home collaboration." In Family Life in Transition, 142–53. Abingdon Oxon; New York, NY: Routledge, 2020. | Series: Routledge studies in family sociology: Routledge, 2020. http://dx.doi.org/10.4324/9780429024832-13.

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Barnhart, Sherry L., and April Carpenter. "Transition from Hospital to Home." In Respiratory Medicine, 89–119. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3749-3_6.

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de Joyce, Helen Silva, and Susan Feez. "Literacy from Home to School." In Exploring Literacies, 87–126. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137319036_3.

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Faerm, Steven. "Students' Transition from High School to Design School." In Introduction to Design Education, 140–51. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-15.

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Douglas, Graeme, Rachel Hewett, and Mike McLinden. "Transition from school to higher education." In The Routledge Handbook of Visual Impairment, 143–58. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-10.

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Conference papers on the topic "Transition from home to school"

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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.
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Norisan, Norshafikah Md, and Ridzwan Che Rus. "Post Pandemic Resilience: A Transition From Learning at Home to Hybrid Learning at Abstract School in Malaysia a Case of SMK Dato Seri Maharajalela, Perak, Malaysia." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.16.

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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Merciai, Ilaria, and Ruth Kerr. "MOOCS AS A TOOL FOR VIRTUAL UNIVERSITY ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end139.

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The Covid-19 era, and its enforced transition of all teaching and learning activity to the online space, is potentially leading to reduced university enrolment rates. International student enrolments are predictably down due to travel restrictions and concerns about student safety, but even at home the same trends are being observed. One of the conversations around this issue is the value-for-money question in relation to a perceived reduction in the quality of the overall student experience when the networking opportunities of on-campus life and study are taken away. A further question is the level of digital readiness of staff and school-leaver students, and whether they are able to deal successfully with preparation for final-year school exams, university choice, and for university entrance tests in remote learning. Federica Web Learning, the University Centre for Research Innovation and Dissemination of multimedia and distance learning, has long been making the case for MOOCs as a valid tool for virtual orientation. In the current climate, MOOCs can provide chunks of ready-made quality learning content for use as the asynchronous component in today’s hybrid online courses, meaning that the time teacher and class spend in plenary, in video-conferencing, can be devoted to discussion and more in-depth analysis of the learning objectives. The MOOCs can be specially chosen from the growing range on offer from university providers around the world: some provide remedial content in problem subjects and topics; some offer specific exam preparation content and others offer university orientation, or study skills.
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Dion, Aurelie, Jade Faucher, Anne-Marie Larocque, Genevieve Morency, and Jacynthe Roberge. "DOÜ: From School to Home." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3514489.

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Ploderer, Bernd, Jonathon Stuart, Vivian Tran, Theresa L. Green, and Jennifer Muller. "The transition of stroke survivors from hospital to home." In OzCHI '17: 29th Australian Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3152771.3152772.

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Alikaj, Eni, and Esmerelda Shehaj. "Determinants of transition from school to work in Albania." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.24.

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Chinsangthip, Sirithida, and Sasilak Khayankij. "PARENTAL ROLES IN SUPPORTING SMOOTH TRANSITION FROM HOME TO PRESCHOOL." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2366.

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Brant, Marisa, Nicole Pouppirt, Janet Lioy, Albert Kim, and John Chuo. "Telemedicine Visits Improve Transition to Home for Infants Requiring Complex Care." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.173.

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Petani, Rozana, Ledia Kashahu, and Marijana Miočić. "GIFTED CHILDREN AND THE TRANSITION FROM KINDERGARTEN TO ELEMENTARY SCHOOL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0887.

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Reports on the topic "Transition from home to school"

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Duncan, Marie. Alzheimer's Disease Caregivers: The Transition from Home Care to Formal Care. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3220.

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Aboumatar, Hanan, Mohammad Naqibuddin, Suna Chung, Hina Chaudhry, Samuel Kim, Jamia Saunders, Lee Bone, et al. Helping Patients with COPD Transition from Hospital to Home—The BREATHE Study. Patient-Centered Outcomes Research Institute (PCORI), April 2020. http://dx.doi.org/10.25302/04.2020.ih.13047118.

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Rector, Shiela. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6267.

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Gronau, Reuben. Home Production and the Macro Economy-Some Lessons from Pollak and Wachter and from Transition Russia. Cambridge, MA: National Bureau of Economic Research, June 2006. http://dx.doi.org/10.3386/w12287.

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Seekins, Tom, Jennifer Wong, Lynda Yearous, AnnaJean Smith, Jon Graham, Craig Ravesloot, Tim Descamps, et al. Helping Patients Living in Rural Areas Transition From Hospital to Home—The ROADMAP Study. Patient-Centered Outcomes Research Institute (PCORI), April 2020. http://dx.doi.org/10.25302/04.2020.ad.12114788.

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Link, Sharon. Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6904.

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Bühler, Christoph, and Dirk Konietzka. The transition from school to work in Russia during and after socialism: change or continuity? Rostock: Max Planck Institute for Demographic Research, April 2008. http://dx.doi.org/10.4054/mpidr-wp-2008-018.

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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Jones, Michael, Julie Gassaway, and Mark Sweatman. Using One-on-One Peer Mentors to Help Patients with a Spinal Cord Injury Transition from Rehabilitation to Home. Patient-Centered Outcomes Research Institute (PCORI), July 2020. http://dx.doi.org/10.25302/07.2020.ih.12115106.

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