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Journal articles on the topic 'Transition from school'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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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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2

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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8

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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Brollier, C., J. Shepherd, and K. F. Markley. "Transition From School to Community Living." American Journal of Occupational Therapy 48, no. 4 (1994): 346–53. http://dx.doi.org/10.5014/ajot.48.4.346.

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12

Lham, Kencho, John Polesel, Gosia Klatt, and Anne Suryani. "The Transition from School in Bhutan." Education and Society 37, no. 2 (2019): 45–66. http://dx.doi.org/10.7459/es/37.2.04.

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In Bhutan half of the population is under the age of 25 (United Nations 2017) and strengthening the pathways of all young people, regardless of their background, is one of the priorities in the Bhutan Education Blueprint 2014-2024. This study examines the transitions from school of a sample of 895 young school completers from Western Bhutan in 2013. It considers the impact of gender, socio-economic status (SES), school type and subject stream on their destinations. The study revealed that males, public school students and higher SES students were more likely to enter university and government vocational training institutes, while girls, private school completers and lower SES students were more likely to enter private vocational training institutions, repeat Year 12, work or enter the labour market. The study provides invaluable findings about the post-school choices of young Bhutanese and their post-school pathways, as well as providing suggestions for policy reform and further research designed to improve the transitions of young people in Bhutan.

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13

LEWIS, THEODORE, JAMES STONE, WAYNE SHIPLEY, and SVJETLANA MADZAR. "The Transition from School to Work." Youth & Society 29, no. 3 (1998): 259–92. http://dx.doi.org/10.1177/0044118x98029003001.

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14

Goldstein, Marjorie T. "The Transition from School to Community." Career Development for Exceptional Individuals 11, no. 2 (1988): 111–17. http://dx.doi.org/10.1177/088572888801100205.

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Test, David W., Kelly A. Clark, and Dana E. Rusher. "Transition From High School to Adulthood." New Directions for Adult and Continuing Education 2018, no. 160 (2018): 25–38. http://dx.doi.org/10.1002/ace.20297.

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Wehman, Paul, Karen Gibson, Valerie Brooke, and Darlene Unger. "Transition from School to Competitive Employment." Focus on Autism and Other Developmental Disabilities 13, no. 3 (1998): 130–43. http://dx.doi.org/10.1177/108835769801300301.

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17

Rusch, Janis Chadsey, Frank R. Rusch, and Mark F. O'Reilly. "Transition From School to Integrated Communities." Remedial and Special Education 12, no. 6 (1991): 23–33. http://dx.doi.org/10.1177/074193259101200605.

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18

Falvey, Mary A., Darlene McLean, and Richard L. Rosenberg. "Transition from school to adult life." Topics in Language Disorders 9, no. 1 (1988): 82. http://dx.doi.org/10.1097/00011363-198812000-00008.

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19

Borus, Michael E. "The transition from school to work." Economics of Education Review 4, no. 1 (1985): 77. http://dx.doi.org/10.1016/0272-7757(85)90039-1.

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20

Kopas-Vukasinovic, Emina. "Child’s creativity in transition from pre-school to school." Zbornik Instituta za pedagoska istrazivanja 37, no. 2 (2005): 82–98. http://dx.doi.org/10.2298/zipi0502082k.

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This longitudinal research started from the conclusion reached by different authors. According to them the time when a child leaves a pre-school institution to start primary school is marked by stagnation of and decrease in child?s creativity, seen as a personality potential. The aim of the research was to establish creativity levels shown by children in both pre-school institution and primary school, and then to conclude if difference between pre-school and school teachers` attitudes influence the development of a child?s creativity. Data was collected from a judgment scale given to pre-school and school teachers and arts creativity task given to children. It was concluded that the level of children?s creativity started to drop after they started primary school. Different understanding of the idea of creativity between pre-school and primary school teachers could be a possible reason leading to the phenomenon of decreasing creative expression in children starting primary school. On the basis of previous theoretical assumptions and the research results it is possible to define measures to be taken in view of teacher training, both at pre-school and primary school level. It is also important to check the validity of suggested measures in future research.

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Temkin, Deborah A., Scott D. Gest, D. Wayne Osgood, Mark Feinberg, and James Moody. "Social Network Implications of Normative School Transitions in Non-Urban School Districts." Youth & Society 50, no. 4 (2015): 462–84. http://dx.doi.org/10.1177/0044118x15607164.

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This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades. Variability in timing of NSTs permitted multi-level longitudinal models to disentangle developmental effects from transition effects. Results indicated that friendship networks were most interconnected in smaller schools and among older students. Beyond these effects, transitions from a single feeder school to a single higher level school were not associated with changes in friendship patterns. Transitions from multiple feeder schools to a single higher level school were associated with diminished friendship stability, more loosely connected friendship networks, increased social distance between students, and friendship segregation between students who formerly attended different schools.

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22

Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.

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23

Fontaine, C., C. Connor, S. Channa, C. Palmer, and M. Birchwood. "The impact of the transition from primary school to secondary school on young adolescents." European Psychiatry 41, S1 (2017): S179—S180. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2086.

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IntroductionPrevious research suggests that adult anxiety disorders begin in adolescence and the transition from primary school to secondary school is the first challenge many young adolescents face, which could test their resilience for the first time.ObjectivesTo examine students’ anxiety scores before and after their transition, and what protective and risk factors are present during this challenge.AimsTo determine how the transition can impact anxiety in children, and if protective factors can help decrease the disruption that the transition can cause.MethodsOne hundred and eighty-four pupils completed questionnaires in their last term of primary school and during the first term of secondary school. At time 1: the attachment, school membership, and bullying and victimization measures were compared with pupils’ anxiety scores, along with whether their friends or siblings will be attending the same secondary school as them. These analyses will also be conducted once the pupils start secondary school, at time 2.ResultsSecure attachment was associated with lower anxiety and transition anxiety (F(2.56) = 7.255, P = .002; F(2.52) = 19.245, P = .000; F(2.181) = 10.181, P = .000; F(2.53) = 20.545, P = .000). School membership was associated with lower transition anxiety (F(2.181) = 4.151, P = .017; F(2.181) = 3.632, P = .028). Low victimisation was also associated with low anxiety and transition anxiety (F(2.181) = 14.024, P = .000; F(2.181) = 14.529, P = .000; F(2.181) = 9.381, P = .000).ConclusionsThese preliminary results suggest that attachment, school membership and victimisation all impact on pupils anxiety before they transition to secondary school. Therefore, schools could work together to increase school membership and decrease victimisation, particularly for pupils who they suspect will struggle with the transition.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Pereira, Amiee-Jade, and Julie Ann Pooley. "A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia." Australian Journal of Education 51, no. 2 (2007): 162–77. http://dx.doi.org/10.1177/000494410705100205.

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This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academic focus of Years 11 and 12, and maintaining the schools' current pre-transition preparation that introduces the students to the new school environment.

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Tribble, Curtis G. "On Becoming a Surgical Intern: Navigating the Lurch from Medical School to Internship." Heart Surgery Forum 21, no. 5 (2018): E423—E431. http://dx.doi.org/10.1532/hsf.2221.

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There are three major transitions in the educational trajectory of those heading into a career in surgery. The first transition is from the first year or two of medical school to the clerkships of the third year. The second is the transition from medical school into the first postgraduate year of residency training. The third, which is widely held to be the toughest transition of all, is from residency into independent practice. This review, which could be called ‘a rookie’s survival guide,’ will address the second of those ‘lurches,’ that of the transition from medical school into a surgical internship.

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French, Raechel, Wesley Imms, and Marian Mahat. "Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success." Improving Schools 23, no. 2 (2019): 175–89. http://dx.doi.org/10.1177/1365480219894408.

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This article explores the characteristics of a successful transition of a school from traditional classrooms to an innovative learning environment. Many schools today are converting traditional classrooms into spaces which are flexible, supporting a wide array of teaching and learning possibilities (i.e. an ‘innovative learning environment’). These schools envision a future in which teaching, culture and space align to result in engaged students achieving deep learning. Many of these schools, however, fail to align teaching practices, organisational structures and leadership with their design’s intended vision. This results in a misalignment between the pedagogical goals of the building and its subsequent use. Through case studies of four schools in Australia and New Zealand, this study identifies the commonalities between the schools’ independent transitions resulting in four shared characteristics of a successful transition from traditional to innovative learning environments – Culture, Nudges, Structure and Expectations. Within each characteristic, specific strategies are provided to enable alignment between the design and use of a school building.

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Drake, Gregory A., and Barbara J. Witten. "Facilitating Learning Disabled Adolescents' Successful Transition from School to Work." Journal of Applied Rehabilitation Counseling 17, no. 1 (1986): 34–37. http://dx.doi.org/10.1891/0047-2220.17.1.34.

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Recent federal regulations have focused attention on the learning disabled (LD) as the major disability group requiring rehabilitation services during the transition from school to work. In this article, a review of the need for increased linkages between the public schools and state vocational rehabilitation for LD individuals is documented. Some models for increasing cooperation between special educators and rehabilitation counselors also are presented. The importance of functional language arts and math content in school are discussed as a means of meeting the unique needs of learning disabled individuals as they progress from school to work.

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Sanagavarapu, Prathyusha, and Bob Perry. "Concerns and Expectations of Bangladeshi Parents as their Children Start School." Australasian Journal of Early Childhood 30, no. 3 (2005): 45–51. http://dx.doi.org/10.1177/183693910503000308.

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This study aimed to examine views, concerns and expectations of immigrant Bangladeshi parents and children in Sydney concerning transition to kindergarten (the first year of school). This study builds on the previous work of the Starting School Research Project at the University of Western Sydney by: • deriving data from families and children for whom English is not the first language; and • exploring the transitional experiences of culturally and linguistically diverse (CALD) children from prior-to-school to school settings. Ten parents and four children were interviewed on the topic of transition to school. In particular, parents were asked to indicate their concerns and expectations that would assist schools in meeting the needs of Bangladeshi children and would make transition to school a positive experience for all concerned. The results revealed issues specific to families and children of non-English-speaking background regarding transition to school.

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Richardson, Lesley. "Review of Transition from Home to School." Australasian Journal of Early Childhood 22, no. 1 (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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Jallade, Jean-Pierre. "The Transition from School to Work Revisited." European Journal of Education 20, no. 2/3 (1985): 173. http://dx.doi.org/10.2307/1502947.

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Wittenberg, Isca. "The transition from home to nursery school." Infant Observation 4, no. 2 (2001): 23–35. http://dx.doi.org/10.1080/13698030108401621.

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Dæhlen, Marianne. "Transition from school-based training in VET." Education + Training 59, no. 1 (2017): 47–60. http://dx.doi.org/10.1108/et-10-2015-0096.

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Purpose This paper assesses the drop-out rate among disadvantaged students within vocational education and training. The purpose of this paper is to examine the probability of dropping out after school-based training for child welfare clients – a particularly disadvantaged group of youth. Child welfare clients’ drop-out rate is compared with students from a representative sample of their peers. Design/methodology/approach Average marginal effects were calculated from multinomial logistic regression models. Data were from public registries (n=10,535). Findings The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favoring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship. Practical implications The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training. Originality/value The paper adds to the very scarce literature on transition from school-based learning to apprenticeships.

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Genda, Yuji, and Masako Kurosawa. "Transition from School to Work in Japan." Journal of the Japanese and International Economies 15, no. 4 (2001): 465–88. http://dx.doi.org/10.1006/jjie.2001.0488.

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Watson, Douglas. "Charting the Transition from School to Adulthood." American Annals of the Deaf 132, no. 5a (1987): 346–48. http://dx.doi.org/10.1353/aad.2012.1578.

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35

Irwin, J., and P. Macdonell. "Access to Transition Services: Integral Part of Curriculum." Journal of Visual Impairment & Blindness 82, no. 2 (1988): 69–70. http://dx.doi.org/10.1177/0145482x8808200209.

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Services to assist youth in the transition from school to work have become a priority for both rehabilitation agencies and school programs. However, a close and cooperative working relationship between agencies and schools is needed to facilitate successful transitions. This article describes an innovative course developed by the Oregon Commission for the Blind to encourage this positive working relationship between agency staff and teachers.

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Garton, Alison F. "Specific Aspects of the Transition from Primary School to High School." Australian Educational and Developmental Psychologist 4, no. 1 (1987): 11–16. http://dx.doi.org/10.1017/s0816512200025530.

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ABSTRACTIn considering specific aspects of the transition from primary school to high school, children's expectations were sought prior to their making the transition. This paper examines the expectations 335 students had of five aspects of high school, elicited by means of a questionnaire. The five aspects were: (a) the high school building; (b) the rules and discipline at high school; (c) the work; (d) the teachers; and (e) the other, older, students. The attitudes and expectations were found to reflect the degree of contact the students had had with the high school, itself dependent on the policy of the high school with respect to induction programs for in-coming students. A call is made for greater liaison between educational institutions, in the form of greater continuity and sequencing of curricula and transition programs in order to allay the expressed anxieties and to dispel any misconceptions.

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Spotswood, Fiona, Triin Vihalemm, Marko Uibu, and Leene Korp. "Understanding whole school physical activity transition from a practice theory perspective." Health Education 121, no. 5 (2021): 523–39. http://dx.doi.org/10.1108/he-04-2021-0066.

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PurposeIn this study, the authors offer a practice theory framing of school physical activity transition with conceptual and managerial contributions to whole school approaches (WSAs).Design/methodology/approachBased on a literature overview of the limitations of WSA, ecological and systems theorisation and a practice theory framing of physical activity, the authors introduce a model that identifies signs of practice transition and conceptualises the relationship between signs and practice reconfigurations. To exemplify insights from the model, the authors provide illustrations from three cases from the national Estonian “Schools in Motion” programme.FindingsThe signs of practitioner effort, resistance and habituation indicate how practice ecosystem transition is unfolding across a spectrum from practice differentiation to routinisation. Several signs of transition, like resistance, indicate that reconfigured practices are becoming established. Also, there are signs of habituation that seemingly undermine the value of the programme but should instead be celebrated as valuable evidence for the normalisation of new practices.Practical implicationsThe article provides a model for WSA programme managers to recognise signs of transition and plan appropriate managerial activities.Originality/valueThe practice theory framing of school physical activity transition advances from extant theorizations of WSAs that have failed to account for the dynamic ways that socio-cultural change in complex school settings can unfold. A model, based on a practice ontology and concepts from theories of practice, is proposed. This recognises signs of transition and can help with the dynamic and reflexive management of transition that retains the purpose of systemic whole school change.

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Karalar, Halit, Sabri Sidekli, and Bekir Yıldırım. "STEM in Transition from Primary School to Middle School: Primary School Students Attitudes." lnternational Electronic Journal of Elementary Education 13, no. 5 (2021): 687–97. http://dx.doi.org/10.26822/iejee.2021.221.

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McIlveen, Peter, Tanya Ford, and Bradley Everton. "Facilitating Transition from Rural Schools to University." Australian Journal of Career Development 14, no. 1 (2005): 11–17. http://dx.doi.org/10.1177/103841620501400104.

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This case study describes a career education program that has engaged rural secondary school students with the experience of university. The residential experience program included learning exercises for career exploration, attending university, and social experiences related to living in a city. Evaluation indicated that rural schools and students have engaged with the program, and that there was tentative evidence indicative of a positive impact on the participants' career aspirations and decision making.

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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 (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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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 (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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Ertem, Hasan Yücel. "EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES." Problems of Education in the 21st Century 79, no. 2 (2021): 194–206. http://dx.doi.org/10.33225/pec/21.79.194.

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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Miller-Lewis, Lauren R., Alyssa C. P. Sawyer, Amelia K. Searle, and Michael G. Sawyer. "Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School." International Journal of Information and Education Technology 4, no. 3 (2014): 235–43. http://dx.doi.org/10.7763/ijiet.2014.v4.405.

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Nuske, Heather Joy, Elizabeth McGhee Hassrick, Briana Bronstein, 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 (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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Blackstien-Adler, Susie. "Supporting the Transition of Elementary School Students Who Use AAC as They Are Promoted From One Grade to the Next." Perspectives on Augmentative and Alternative Communication 17, no. 4 (2008): 126–30. http://dx.doi.org/10.1044/aac17.4.126.

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Abstract One of the challenges in supporting students who use AAC and who have complex learning needs is the transition from one school year to the next. These students are typically supported by large teams, many of whom change from one year to the next. Effective, efficient transfer of knowledge and skill from one team to the next does not always occur, compromising the continuity of programming. This article will outline a 3-year project (spanning two transition periods) that aimed to improve on the transition practices within a school board in Ontario Canada. Data collection focused on beliefs and knowledge about transition, transfer of important strategies and tools, and the actual process undertaken by each school. Following analysis of data collected in five schools during the first transition period, the schools developed and piloted a transition checklist, designed to improve on practice. The transition checklist, which resulted in significant change in practice in all five schools, will be described and is offered by the author upon request.

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Elliott, Alison. "From Child Care to School: Experience and Perceptions of Children and their Families." Australasian Journal of Early Childhood 23, no. 3 (1998): 26–32. http://dx.doi.org/10.1177/183693919802300307.

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This paper reports on a study that traced the experiences of Australian working families as their children started school. Each family faced the prospect of moving their child from the intimate environment of a child care centre that operated from early in the morning to early evening to a large primary school with a 9 a.m. to 3 p.m. day. Children and parents were interviewed on two occasions during the transition period and interview transcripts analysed to provide detailed descriptive, interpretative, and evaluative information on experiences and perceptions of the transition. Findings from the study highlight the processes and systems of the transition and relationships between various processes and systems. At the interpretative level they assist in: (a) understanding the complexity of the transition, (b) heightening awareness of factors to be taken into account when planning for children's transitions, and (c) drawing attention to the social and systemic processes that are likely to affect parents’ management of the transition and influence children's adjustment to school.

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Madjar, Nir, and Maya Cohen-Malayev. "Perceived school climate across the transition from elementary to middle school." School Psychology Quarterly 31, no. 2 (2016): 270–88. http://dx.doi.org/10.1037/spq0000129.

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Lohaus *, Arnold, CorneliaEv Elben, Juliane Ball, and Johannes Klein-hessling. "School transition from elementary to secondary school: changes in psychological adjustment." Educational Psychology 24, no. 2 (2004): 161–73. http://dx.doi.org/10.1080/0144341032000160128.

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Kakavoulis, Alexandros. "Motives for School Learning During Transition from Primary to Secondary School∗." Early Child Development and Care 145, no. 1 (1998): 59–66. http://dx.doi.org/10.1080/0300443981450105.

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Kakvoulis, Alexandros. "Continuity in early childhood education: transition from pre-school to school." International Journal of Early Years Education 2, no. 1 (2003): 41–51. http://dx.doi.org/10.1080/09669760.2003.10807105.

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