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Relevant bibliographies by topics / Transition from school

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Academic literature on the topic 'Transition from school'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Transition from school"

1

Macdonald, Gail, and Helen Boon. "Building school capacity to support students from Australian Defence Force families during parental deployment." Australian Journal of Education 62, no. 1 (2018): 5–20. http://dx.doi.org/10.1177/0004944118755779.

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Students who have parents deployed to a war zone are more vulnerable to an increased level of stress and anxiety, health problems, behavioural disorders and academic under-achievement. Yet, little is known about the processes employed by schools to support these students. This study investigated the deployment support work conducted by Defence School Transition Aides who are employed in some Australian schools to support students from Australian Defence Force families to manage the transitions associated with school mobility and parental absence for service reasons. Fifteen parents, 17 teachers and 15 Defence School Transition Aides were asked, in semi-structured interviews, to describe students’ responses to parental deployment, how their schools supported students and what specific processes were employed by Defence School Transition Aides to assist students’ coping during parental deployment. Findings from qualitative analyses, suggest that Defence School Transition Aides assist school communities to build their schools’ capacity to support students with deployed parents by raising the school communities’ awareness of these students’ specific needs.

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Mizelle, Nancy B., and Judith L. Irvin. "Transition from Middle School into High School." Middle School Journal 31, no. 5 (2000): 57–61. http://dx.doi.org/10.1080/00940771.2000.11494654.

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Ellman, Emalda, Amshuda Sonday, and Helen Buchanan. "Transition from special school to post-school life in youths with severe intellectual disability: Parents’ experiences." South African Journal of Education 40, Supplement 2 (2020): S1—S9. http://dx.doi.org/10.15700/saje.v40ns2a1444.

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Transitions are important landmarks in the educational career of youths, as successful transitions prepare them for adult life. When youths with disabilities leave school, the transition to post-school life is accompanied by several challenges. To our knowledge, there is currently limited information about how parents of youths with severe intellectual disabilities in South Africa experience this transition process. The study reported on here aimed to describe parents’ experiences of the transition of their child with severe intellectual disability from special school to post-school in a small town in the Western Cape, South Africa. A qualitative descriptive study using in-depth semi-structured interviews was conducted with 5 parents of youths with severe intellectual disability. Inductive analysis of the transcripts yielded 2 themes: “It really hit us hard”, and “adjustment to post-transition life.” The findings indicate that the meanings that parents attribute to their experience of transition are influenced by their personal responses and coping strategies within the context in which they find themselves during the transition period. Occupational therapists can assist in providing smoother transitions for youths with disabilities. Recommendations include addressing transition services on policy level.

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Dockett, Sue, and Bob Perry. "Invisible transitions: Transitions to school following different paths." Australasian Journal of Early Childhood 46, no. 3 (2021): 224–35. http://dx.doi.org/10.1177/18369391211009698.

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Most children starting primary school in Australia do so after attending early childhood education and participating in a transition to school programme. While this has become the expected pathway, it is not the one followed by all children and their families. In this article, we describe visible transitions as those that are known, understood and planned – that is, they follow the expected path. In contrast, invisible transitions occur when children and families arrive unexpectedly at school. Drawing on two studies involving 30 schools in two different states of Australia, we report the scope and nature of invisible transitions and the challenges and opportunities arising from invisible transitions in these schools. Each of the schools reported instances of invisible transitions. Some, but not all, schools promoted strategies involving school staff, other families and children to support those arriving unexpectedly. While invisible transition was identified as a challenge, the opportunities for reflecting on existing transition approaches and building inclusive strategies were also noted.

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Edgar, Eugene. "Transition from School to Community." TEACHING Exceptional Children 20, no. 2 (1988): 73–75. http://dx.doi.org/10.1177/004005998802000217.

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Wehman, Paul. "Transition From School to Work." Career Development and Transition for Exceptional Individuals 36, no. 1 (2013): 58–66. http://dx.doi.org/10.1177/2165143413482137.

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Davis, Sharon. "Transition from School to Work." Career Development for Exceptional Individuals 11, no. 1 (1988): 51–56. http://dx.doi.org/10.1177/088572888801100107.

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Long, Therese M. "Transition from School to Work." Prevention in Human Services 8, no. 1 (1990): 87–98. http://dx.doi.org/10.1300/j293v08n01_07.

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Kogan, Irena, and Marge Unt. "TRANSITION FROM SCHOOL TO WORK IN TRANSITION ECONOMIES." European Societies 7, no. 2 (2005): 219–53. http://dx.doi.org/10.1080/14616690500083428.

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Inui, Akio, and Yoshikazu Kojima. "Identity and the Transition from School to Work in Late Modern Japan: Strong Agency or Supportive Communality?" Research in Comparative and International Education 7, no. 4 (2012): 409–18. http://dx.doi.org/10.2304/rcie.2012.7.4.409.

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This article examines the precarious transition from school to work, considers its relation to young people's identity formation in late modern Japan, and rethinks the theory of identity formation in late modernity. Although Japan's transition system had been efficient and stable over many years, since the late 1990s this has been replaced by an increasing precariousness. The Japanese government has responded with a Career Education promotion policy to foster young people's work aspirations and attitudes in the form of an employability enhancement policy. This policy discourse coincides with a late modernist theory (as put forward by Giddens and Cote & Levine) that emphasises the importance of personal agency for young people's transitions. However, in our longitudinal qualitative study, we found that the ‘transitional communities and networks' that young people encounter in their transition from school to work have an important supportive role to play. These transitional communities are important in young people's transitions from the school/college community to the workplace community. Those who had a strong sense of agency but no helpful community experienced serious depression and did not make a successful transition into work. Our case studies support Erikson's argument that community (communality) is indispensable for young people's identity formation. We conclude that both community and agency are important for successful transition in late modernity.

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Dissertations / Theses on the topic "Transition from school"

1

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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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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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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Hamilton, R. Mark. "Transition from elementary school to middle school a model for success /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999hamiltonr.pdf.

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Anh, Nguyen Ngoc. "Transition from school to work : high school dropouts, first destination from high school and time to first job." Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.

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Jones, Irving Cornelius Sr. "Case Studies of Students Transitioning From an Alternative School Back Into High School." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28981.

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The purpose of this study is to identify critical elements that impact the transition of students who return from an alternative program back into their high school. In order to address the purpose of this study the following research questions have been investigated: a. What are the critical elements that are reported as having impacted students' success or failure in making the transition from an alternative program back into high school? b. What types of intervention strategies occur when students return to high school from alternative programs? c. How are students returning from alternative programs achieving in terms of their grades, attendance and behavior? In this study students and parents, along with administrators, counselors and teachers, share their understandings about the value of interactions and interventions. Their descriptions will help explain why some students achieve success and why some experience failure when they return to high school from an alternative setting.<br>Ed. D.

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Regner, ChristiAnne M. "An inside look at the transition from elementary school to middle school." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004regnerc.pdf.

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Bravo, Daniela. "Parents' perspectives of undocumented students' transition from high school." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.

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<p> The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including <i>impotencia</i>, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking information about educational and immigration options. Parents spoke of instilling in their children a drive to not give up despite the barriers ahead of them. Several mentioned that their undocumented children's experiences inspired their other children to succeed. The results suggest that social workers should provide information and counseling to these families and should advocate for policy changes to help this vulnerable population.</p>

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Worth, Sean. "Youth employability in the transition from school to work." Thesis, University of Bath, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413907.

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Books on the topic "Transition from school"

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

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

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

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Gardner, John A. Transition from high school to postsecondary education: Analytical studies. Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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Braham, Jeffrey. Experiential learning and the transition from school to work. typescript, 1992.

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Gardner, John A. Transition from high school to postsecondary education: Analytical studies. Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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National Center for Research in Vocational Education (U.S.) and United States. Office of Educational Research and Improvement. Center for Education Statistics, eds. Transition from high school to postsecondary education: Analytical studies. Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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Gardner, John A. Transition from high school to postsecondary education: Analytical studies. Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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9

Littrell, Joseph J. From school to work. Goodheart-Willcox Co., 1991.

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Littrell, Joseph J. From school to work. Goodheart-Wilcox, 2000.

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Book chapters on the topic "Transition from school"

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

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Douglas, Graeme, Rachel Hewett, and Mike McLinden. "Transition from school to higher education." In The Routledge Handbook of Visual Impairment. Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-10.

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Dahmen, Stephan. "2.2. Situating the Swiss Transition Regime." In Regulating Transitions from School to Work. transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-003.

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Mitchell, David, and Dean Sutherland. "Strategy 27: Transition from school to post-school environments1." In What Really Works in Special and Inclusive Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-39.

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Bloomfield, Veronica, Susan M. Gapinski, Gregory Warren, and Marni E. Fisher. "Middle School Stories." In Lessons from the Transition to Pandemic Education in the US. Routledge, 2021. http://dx.doi.org/10.4324/9781003183785-4.

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Liu, Joey Yung-Jun, Charlotte Achieng-Evensen, Sarah Gapinski, and Marni E. Fisher. "High School Stories." In Lessons from the Transition to Pandemic Education in the US. Routledge, 2021. http://dx.doi.org/10.4324/9781003183785-6.

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Witzke, Ingo, Kathleen M. Clark, Horst Struve, and Gero Stoffels. "Addressing the Transition from School to University." In Mathematics, Education and History. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73924-3_4.

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Harrell, Carita, and David G. Capco. "The Transition from High School to College." In The STEM Pathway and Student Retention. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65865-6_2.

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Dahmen, Stephan. "2.3. The Politics of VET in Switzerland and the Emergence of Transition Measures." In Regulating Transitions from School to Work. transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-004.

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Ackesjö, Helena, and Sven Persson. "To be or not to be (a school child) – from national to global discourses about the child in the school start age." In Evaluating Transition to School Programs. Routledge, 2021. http://dx.doi.org/10.4324/9781003055112-3.

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Conference papers on the topic "Transition from school"

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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. University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.24.

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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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BONATSOS, DENNIS, D. LENIS, D. PETRELLIS, N. MINKOV, and P. YOTOV. "ANALYTIC DESCRIPTION OF THE SHAPE PHASE TRANSITION FROM OCTUPOLE DEFORMATION TO OCTUPOLE VIBRATIONS." In Proceedings of the Carpathian Summer School of Physics 2005. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812772862_0010.

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Biemont, Emile, Kiril Blagoev, Jose Campos, et al. "Transition probabilities for lines from 4d96s, 4d95d of AgII spectrum and from 3d94d of Cu II lines." In 13th International School on Quantum Electronics: Laser Physics and Applications, edited by Peter A. Atanasov, Sanka V. Gateva, Lachezar A. Avramov, and Alexander A. Serafetinides. SPIE, 2005. http://dx.doi.org/10.1117/12.618707.

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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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Barkmin, Mike. "Competency structure model for programming for the transition from school to university." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. ACM, 2020. http://dx.doi.org/10.1145/3421590.3421591.

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Fahad, Shah. "Factors that affect Transition of Children from PreSchool to Primary Level School." In 2nd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/2nd.aretl.2020.03.85.

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Walker, Henry M. "Facilitating the transition from high school programming to college computer science (abstract only)." In the 1985 ACM thirteenth annual conference. ACM Press, 1985. http://dx.doi.org/10.1145/320599.322562.

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Lietavcová, Martina, Miluše Vítečková, and Jiří Jošt. "CHILD TRANSITION FROM KINDERGARTEN TO PRIMARY SCHOOL AS EXPERIENCED BY A KINDERGARTEN TEACHER." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1866.

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Zhang, Lina, and Han Yin. "Research on the Transition from Kindergarten Language Education to Primary School Language Education." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.64.

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Reports on the topic "Transition from school"

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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, 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? Max Planck Institute for Demographic Research, 2008. http://dx.doi.org/10.4054/mpidr-wp-2008-018.

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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.

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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

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Sefa-Nyarko, Clement Sefa-Nyarko, David Mwambari Mwambari, and Pearl Kyei Kyei. Transitions from Primary to Lower Secondary School: A Focus on Equity. Mastercard Foundation, 2018. http://dx.doi.org/10.15868/socialsector.36867.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020013.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020005.

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Jackson, C. Kirabo. The Effect of Single-Sex Education on Test Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22222.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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