Dissertations / Theses: 'Transitioning to school'

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Vickers, Katherine R. "Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125761.

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Hommes, Daniel J. (Daniel John). "Transitioning a maintenance culture in a plant." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/35415.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1994, and Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1994.
Includes bibliographical references (p. 122).
by Daniel J. Hommes.
M.S.

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Campbell, Irene. "The Lived Experiences of School Nurses: Transitioning From Hospital to School Worksite." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3339.

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School nurses who transition from hospital or clinic-based settings to a school-based work environment often lack sufficient transitioning skills and orientation to cope with the roles and responsibilities of school-based nursing. The result is a high attrition rate among school-based nurses. School nurses may leave their positions due to experiences of marginalization, including isolation, role confusion, and barriers to practice. In this phenomenological study, the lived experiences of 12 school-based nurses who transitioned from hospital or clinical settings were explored. Bandura's self-efficacy and Spreitzer's psychological empowerment theories were used in interpreting the findings. Data were collected via face-to-face individual interviews with nurses residing in the State of Maryland. The study findings revealed the difficulties experienced by these nurses during the initial years of their transition to school nursing. Multitasking was very challenging at the initial stage of transition for nurses who were new to school-based-practice. For nurses who were learning to navigate the school system, adhering to educational standards and protocols while setting appropriate priorities to provide quality nursing care for students was difficult. The nurses' understanding of health and wellness shaped and influenced their decision to continue with school nursing to help students reach their maximum health and academic achievements. This study may lead to positive social change by helping readers to better understand the transition process for hospital-based nurses who enter the school environment. With an improved understanding of this population, it may be possible to lower attrition and burnout rates among school nurses.

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Dutrow, Anita Marceca. "Transitioning Students to the Middle school: A Case Study." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30321.

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The purpose of this study was to describe how students moving from a school for students with learning disabilities to a regular public school classroom adjusted to the new school setting. The questions guiding the study were derived from issues identified by Dweck and Elliot in Fisher and Cooper (1990) as important to students when they change schools. The guiding questions are: What are the education settings in each school and how does the student adjust to the differences? How does the student react to the presentation of structured, sequential instruction in one school and to varied instructional techniques in another? What is the student's relationship with the teachers in each school? What is the student's relationship with peers in each school? Three students participated in this case study. They were observed and interviewed in both the private and public school settings. Data include school histories, academic records, observations and interviews. Student observations took place in classes, school hallways and while they participated in school programs. Interviews were conducted with the students, their parents and their teachers in both schools. The findings of the data analysis indicated that when the students changed schools they adjusted easily to the larger school setting and to the new instructional methods. Two of the students worried about grades and their academic progress in both settings and were able to find ways to meet their learning needs in their new environment. The three students described themselves as being happy, making friends and establishing relationships with their teachers within the first six weeks in their new school. Suggestions for further research include following these students for a longer period of time. Another study might compare the school experience of students with similar learning characteristics who are not considered to be students with a learning disability.
Ph. D.

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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.
Ed. D.

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DeLeo, Charla Brenta Spurlin. "Transitioning Students with Autism Spectrum Disorder from School to Society." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3438.

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High school administrators in a rural school district were providing transition planning to students with autism spectrum disorder (ASD) in order to meet postschool transition goals. Despite these efforts, few students with ASD were employed or enrolled in postsecondary training, and parents reported that they were dissatisfied with the postschool transition process. The purpose of this collective case study was to explore parental and staff perceptions of the postschool transition processes of students with ASD to increase the understanding of the practice related to postschool transitions. Guided by Tinto and Pusser's institutional framework, research questions were focused on the experiences of parents and staff, including teachers and support personnel, with the postschool transition process of students with ASD. A purposeful sample of 25 participants, including the first 10 parents of students with ASD who applied and the staff who supported them, were interviewed. Teachers were also observed during the postschool transition process. Archival postschool transition survey data were also analyzed. Themes were identified through application of open coding and thematic analysis to interviews, observations, and survey data and included: parents and teachers need support [reference guide and professional development (PD)] and stakeholder collaboration is crucial to success even though time is a constraint and skills prioritization is evident in Individualized Education Plans (IEPs). Teachers used IEPs to guide the postschool transition process, but parental concerns remained. Therefore, a PD for teachers and reference guide for parents were created for the local site to improve parental trust of the postschool transition process for students with ASD.

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Daniel, Alisa S. "Transitioning High School Students between Psychiatric Hospitalization and the Public School Setting| The Student Perspective." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842499.

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Transitioning High School Students from Psychiatric Hospitalization into the Public School Setting: The Student Perspective There is evidence to suggest that connectedness to parent, school, and peers influences the student transition between psychiatric hospitalization and public high school (Millings et al., 2012; Murnaghan et al., 2014; Oldfield et al., 2016, Waters et al., 2014; Vaz et al., 2014). Exploring the student perspective of transition revealed practices and connections that strongly influenced the transition experience. The purpose of this study was to understand the experiences of high school students who transition between psychiatric hospitalization and the public high school setting, and the supports they perceived to exist during the transition process, if any. An interpretive qualitative design was considered the most appropriate methodology to understand the retrospective student perspective of the transition between settings (Merriam, 2009). Structured and semi- structured interviews were conducted with ten young adults from three counties in one state.

The theoretical framework for this study was complexity theory, which allowed a variety of outcomes to evolve from similar experiences. The conceptual framework included the concepts of stigma, academic and emotional supports, and connectedness to school, parents, and peers. Findings from the data analysis revealed three themes: (a) Participants felt little connection to school, family, or peers before hospitalization, which influenced perceptions of the transition experience; (b) Participants perceived a lack of academic support during the transition between hospital and high school; and (c) Participants perceived a lack of emotional support during the transition between hospital and high school.

This study expanded the literature by providing the student voice to the discourse regarding transition between psychiatric hospitalization and public high school. It is vital for district and school leaders to understand how to support students when they transition between psychiatric hospital and public school in order for them to successfully reintegrate into school and meet their academic potential.

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Pulitzer, Seward Webb 1974. "Transitioning technology from R&D to production." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44742.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2008.
Includes bibliographical references (p. 119-120).
Corporate research and development (R&D) drives progress in the high-tech industries. Companies that advance the state-of-the-art in product performance enjoy significant advantages over the competition. However, although technical achievement may be required for competitiveness, it is far from sufficient. The successful creation of a prototype is in no way an indication that large quantities of identical units can be economically or reliably produced. Indeed, transitioning a new technology from the laboratory in which it was created to a production environment can be as challenging as the actual development. Many of the obstacles on the path to production stem from process variability. The randomness inherent in every manufacturing operation introduces risk into the transition process. As products increasingly become more technologically complex, the need for close coupling between R&D and production groups also grows. However, current trends toward distributed development and outsourced manufacturing work to segregate these groups, increasing the chances that risk factors will be overlooked. This thesis examines the process by which new technologies are transitioned from the laboratory to the shop floor, and addresses some of the risks related to process uncertainty that arise. In particular, it focuses on those challenges that are difficult to recognize. Research for the project was conducted during a six month internship at the Raytheon Company. The transition-to-production process was segmented into three phases, and three related products were used as cases with which each phase could be studied. The problems that appeared in these cases were addressed, and the "lessons learned" were then generalized into a set of guidelines applicable to a broader range of situations.
by Seward W. Pulitzer, III.
M.B.A.
S.M.

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Melville, Jennifer. "Transitioning to secondary school : the experiences of young people with burn injuries." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038369/.

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The transition to secondary school is anticipated with a combination of both excitement and trepidation by most young people. Within clinical settings, young people with a burn injury and their parents/carers often express high levels of concern about this move. However, little is known about how transition to secondary school is actually experienced and managed by this group. Part 1 is a literature review evaluating the quality of the evidence base on interventions to support the transition to secondary school amongst the general student population. A total of nine studies evaluating different types of interventions were identified for inclusion in the review. The evidence base was small and the quality of the studies was generally poor, with only a few good quality studies providing evidence of effective transition interventions. Part 2 is a qualitative study that explores the experience of transition to secondary school for adolescents with burn injuries. Semi-structured interviews were conducted with 11 adolescent participants and transcripts were analysed using Framework Analysis approach. Overall, the participants’ descriptions of academic, institutional and psychosocial adjustment in transition were consistent with research on general student populations. However, most of the participants also reported that starting secondary school brought additional challenges related to their burn injuries around navigating social acceptance. Part 3 is a critical appraisal of the process of developing and carrying out the qualitative study with an adolescent clinical population. In particular, it reflects on dilemmas encountered in seeking ethical approval, the researcher’s learning on building rapport with participants and on the impact of previous affiliations between the researcher and some participants in the study.

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Parent, Amy. "Bending the box : learning from Indigenous students transitioning from high school to university." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46127.

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The purpose of this study was to understand how the unique social, historical, cultural, and Indigenous knowledge contexts of Aboriginal communities in British Columbia shaped high school to university transitions for Aboriginal youth. To this end, the Northwest Coast bentwood box acted as a metaphor that framed the theoretical inquiry and methodology for this study, which examined four Aboriginal Early University Promotion Initiatives (AEUPI) and three Aboriginal University Transition Programs (AUTP) in British Columbia. In addition, I utilized Archibald’s (2008) storywork and Kirkness and Barnhardt’s (1991) 4Rs of Indigenous methodologies, with an additional 5th R (relationships). The study also drew upon Martin Nakata’s (2007) concept of the cultural interface, to analyze 32 interviews conducted with Aboriginal youth, and faculty and staff from the AEUPIs and AUTPs. Key findings from the Aboriginal youth in this study suggest that learning about university through real-life experience offered by the initiatives/programs was meaningful. Second, both the AEUPIs and AUTPs provided youth with concrete opportunities to explore future academic and career pathways. Third, ensuring that the youth were provided with opportunities to develop relationships with positive Aboriginal role models in the university was seen as a success factor. Fourth, the AEUPI youth shared stories about the important leadership skills they developed as role models and mentors to younger youth in the initiatives, which in turn assisted them with their visioning process for university. Fifth, the students’ sense of belonging at university was fostered by relationships with AEUPI and AUTP staff, Indigenous student support staff, Elders, and faculty. Sixth, the AEUPI youth overwhelmingly agreed that the experiences they had in these initiatives led them to feel wholistically successful. However, the AUTP youth had a conflicting experience. Ultimately, insights from the youths’ stories suggest that the future of AEUPIs and AUTPs is a promising one if universities take heed. To this end, all participants in the study critically detailed how Canadian universities can apply a wholistic conception of the 5 Rs to Indigenous high school to university transition programs.

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Beltz, Jeffrey R. "Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089.

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Hunt, Tara. "Exploring the experiences of looked after young people transitioning into post school education." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683397.

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A minority of young people have difficulty in accessing Post School Education, particularly those who are vulnerable. In this study, consideration is given to a specific population of potentially vulnerable young people, those who are in the care of the Local Authority. This study explores Looked after Young Peoples' experience of transition into Post School Education, considering two main research questions; what makes this transition process easier, and what makes this process more challenging. The study was carried out in a small metropolitan borough in the West Midlands where I work as a Trainee Educational Psychologist. In this small scale, exploratory study, four young peoples' experiences were considered though semi-structured interviews. To ensure the full transitional experience was considered, participants were interviewed multiple times, (these being pre, during and post transition). An idiographic approach was taken to this research and therefore each participant's account was considered uniquely using Interpretative Phenomenological Analysis. Super-ordinate themes emerged for each participant and these are presented in a case by case basis. Commonalities amongst these experiences emerged in developing master themes. The master themes were as follows: Self Transformation, Environmental Adaption, Interpersonal Relationships and Securing Positive Futures. These emergent themes provided insight in relation to the research questions. Benefits of emotional support, clear expectations and stable consistent relationships were identified as making the process easier. Practically, a graduated approach to transition, which developed advanced familiarity and facilitated opportunities for social inclusion, was also valued. The importance of positive attitudes, with high expectations for aspirational futures, were also recognised as key by the participants. Challenge was described in relation to identity changes and emotional regulation. A loss of routine, and adapting to new environments, were further described as being initially difficult. Relational loss and a fear of social isolation were also described as demanding elements of the transition. Finally, a lack of an individualised approach to transition planning and access to appropriate advice and guidance were also identified as creating challenge. Considerations for Educational Psychology practice are made based on these findings.

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.

The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Lovett, Phyllis F. "Principals' perspectives on transitioning from a traditional calendar to a year-round calendar in the Tulsa metropolitan area /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1147184681&sid=7&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Boggie, Gordon M. (Gordon Mathieson) 1957, and Elizabeth A. 1969 Keys. "A consumer guide to the benefits and obstacles of transitioning to the hydrogen fuel cell." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8476.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2002.
Includes bibliographical references (leaves 63-66).
Hydrogen Fuel Cells are a much talked about technology often represented as promising virtually unlimited amounts of non-polluting power by chemically reacting hydrogen, the most abundant element in the universe, with oxygen without combustion. Our analysis indicates that fuel cells are indeed a promising technology still under development. Our analysis concludes that there are considerable problems to overcome before a widespread transition to hydrogen fuel cells occurs, including cost, infrastructure, performance and most importantly generation of the hydrogen fuel itself. The infrastructure and hydrogen generation hurdles are extremely large, enough to require significant government intervention before renewable hydrogen resources displace fossil fuels. We believe the transition to renewable hydrogen fuel sources, and fuel cells are inevitable given the diminishing, non-renewable fossil fuel reserves. We further believe that we are rapidly approaching the date required to make fundamental energy policy changes to enable a hydrogen economy. Disappointingly, there is little evidence that U.S. government is prepared to make this decision in a timely manner.
by Gordon M. Boggie and Elizabeth A. Keys.
M.B.A.

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Greene, Ross. "Evaluation of a multidimensional program for sixth graders transitioning from elementary to middle school." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54179.

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The transition from elementary to middle school has been characterized as one of many “normative life crises" that involves both an increased opportunity for psychological growth and a heightened vulnerability to psychological disturbance. Principles from life stress/transition literature and prevention research have been applied to the development of programs designed to help students adapt to the various changes they encounter in the transition from elementary to middle school. In the present study, students evincing a poor academic transition to middle school were identified following the second grading period of the sixth grade, and placed into one of two 16-week treatment conditions. The "full treatment" condition consisted of group support (including training in problem—solving and social skills, goal-setting, self-monitoring, and incentives), parental support, and increased teacher support; the "partial treatment" condition consisted only of teacher support. A group of good academic transition students was included in the study for comparative purposes. Measures of depression, anxiety, stress, and self-esteem were administered to students at pre-treatment, post-treatment, and followup, and behavior problem checklists were completed by teachers at the same points in time. At pre-treatment, important differences were found between treatment and comparison students, most notably along the behavioral dimension. The full treatment group showed a significant improvement in grade-point average (GPA) and depression scores over time, whereas the partial treatment group did not. However, improvement in academic performance was not as marked as predicted for either treatment group. The results of the present study were discussed relative to the findings of other prevention researchers, and directions for future research were considered.
Ph. D.

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Delong, Bethany A. "Transitioning from high school to college first-generation college students' perceptions of secondary school counselor's role in college preparation /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006delongb.pdf.

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King, Adam Dwight. "Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1981.

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Students with mild/moderate disabilities frequently experience difficulty in mathematics in high school, and thus are often unprepared for math in college. The student researcher conducted a survey examining the perceptions regarding mathematical readiness of such students by professionals who work with them in high school. Participants included 47 high school special education teachers who completed an online questionnaire about the preparedness of students with disabilities in various mathematical constructs (i.e., algebra, geometry, number sense, calculator skills, and study skills) and the importance of those constructs using Likert-type rankings, as well as perceptions of barriers for transitioning to college. Ratings of student preparedness were low, with a variety of perceived barriers related to family, student, system, and teacher factors. A wide range of potential solutions was also offered, including more parent involvement, more study time and perseverance, better teaching/greater accountability from teachers in younger grades, more co-teaching/less pull-out classes, more math labs in upper grades, more math exposure and practice/math every day, and making math more interesting and applicable/gain student buy-in. Results have implications in terms of the need for greater mathematical preparation for students with disabilities transitioning to college, the importance of teacher perception, and for greater communication and collaboration between high school special education teachers and college disability resource center personnel to increase that preparation.

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Thompson, Teshawnia. "Well-Being Among Parents of Young Adults With Intellectual Disabilities When Transitioning From High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5423.

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Transition out of high school for young adults with intellectual disabilities (IDs) has been described as a stressful time for individuals and their families, with increased demands for caregiving and parental support. A lack of research is associated specifically with those individuals with moderate IDs and their parents' experiences of well-being during the transition process. The purpose of this phenomenological study was to understand how parents of young adult-aged children with moderate IDs experience well-being as their child transitions from high school to adulthood. Ryff's model of psychological well-being was used as the conceptual framework to better understand and explore the psychological well-being of parents as they navigate through the transition process. Eight parents from an urban Georgia school district were recruited through criterion sampling and participated in individual semistructured face-to-face interviews. Constant comparison analysis was used to analyze the data. There were 8 major themes that emerged from describing the lived experience of parents: (a) expectations and preparation, (b) experience with school, (c) accessing and coordinating services, (d) social support systems, (e) daily activities and planning, (f) life as an adjustment, (g) personal growth, and (h) looking toward the future. School districts and adult service providers may gain insight from parent perspectives to help alleviate rather than exacerbate the challenges parents face during the transition process, which would contribute to the parents' psychological well-being.

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Hadwen, Kate Margaret. "Leaving home: Investigating transitioning challenges faced by boarding students and their families." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1628.

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Transitioning to boarding school during the middle years of childhood impacts upon the social, emotional and academic wellbeing of young people (Bramston & Patrick, 2007; Connell & Wellborn, 1991; Deci, Vallerand, Pelletier, & Ryan, 1991; Earls & Carlson, 2001). Students who live at school as boarders, may experience greater transitional changes in all three components of wellbeing due to the extent of change experienced during this transition. While research addressing transitioning to school has indicated the importance of connectedness to school, bonding, friendships and a sense of autonomy (Eccles et al., 1993), there is limited research addressing the transitioning experiences of boarding students and their families. This mixed methodology study sought to understand how boarding students experience transitioning into boarding school, its possible association with connectedness to the boarding house, reported levels of staff support, loneliness, homesickness and help-seeking for homesickness. Focus groups and interviews were used to better understand how parents experience the transitioning of their children into boarding school. This thesis used data collected from a Healthway funded Starter Grant. The research was cross-sectional by design involving a purposeful sample of 267 students, 59% male and 41% female, aged 12 - 15 years, who lived in one of eight metropolitan and regional boarding settings in Western Australia (WA) in 2011, and 37 of their parents. Data for this project were collected from October, 2010 to September, 2011 The first research question used qualitative data to explore the experiences of boarding parents. Findings suggested parents appeared to be more affected by their children leaving home than did the majority of boarding students. The following strategies were suggested as helpful to support positive transitions: preparing both parents and their children effectively for the move; making contact with other boarding parents at least six months prior to the transition; having meaningful connections with the staff caring for their children communicating and visiting their children regularly; co-developing with their children communication and visiting plans; and, keeping busy. Research questions two to five analysed quantitative data collected through a student survey. The following transitioning activities were found to be either very helpful and / or associated with other benefits (as listed above): tour of the boarding house; sleepover with or without parents; separate information targeting students and parents sent or given to boarding families, up to date information on the Internet; Orientation Day; peer mentors; staff telephoning students prior to transition; and, boarding staff meeting with each family individually on or following Orientation Day. Homesickness was most commonly experienced during the first two weeks of boarding and when students returned after their holidays. Girls, younger students and International students reported experiencing more homesickness. Three factors: psychosomatic symptoms; separation distress; and, grief and loss, best explained how students in this study experienced homesickness. Help-seeking behaviours comprised the factors contacting parents, keeping busy and conversing with staff and students. A number of activities were associated with reductions in both psychosomatic symptoms and separation distress; however, for those students who experienced grief and loss, going on leave with their parents and knowing when their parents would next be visiting or taking them on leave appeared to be the only activities that reduced students’ grief response. Help-seeking was most evident for students who experienced psychosomatic symptoms or feelings of separation distress. Students who experienced grief and loss were less likely to report seeking help. Girls and younger students reported utilising the most help-seeking strategies. The findings of this study and the subsequent recommendations will assist families and staff to better understand the experiences of boarding students and their families as students transition into boarding.

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Boccanfuso, Christopher. ""This makes me who I am" the meaning and significance of school membership for ninth grade students transitioning to high school /." College Park, Md. : University of Maryland, 2009. http://hdl.handle.net/1903/9166.

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Thesis (Ph.D.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Rubio, Margarita. "Parents and caregivers against bullying| A curriculum for parents and caregivers of children transitioning to middle school." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587920.

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This curriculum aims to provide bullying awareness, prevention and intervention strategies for parents and caregivers of children transitioning to middle school. Specific objectives are to enable participants to: understand the definition of bullying; recognize how widespread bullying has become; identify risk factors for bullying and being bullied; know the signs and symptoms of bullying and being bullied; know bullying reporting policies for their children's school districts; report bullying when necessary; talk with their children about having a zero-tolerance view of bullying; prepare their children for the risks of being bullied and how to come to their parents when the incidents may occur; practice communication skills and self-esteem strategies that can help develop and maintain positive parent-child relationships; be advocates for their children to help decrease bullying. Parents and Caregivers Against Bullying is divided into three two- hour workshops. This curriculum was developed using an array of relevant literature on bullying.

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Cowman, Phyllis Aaron. "Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195561.

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Open-ended interview questions were asked to ten college freshmen with learning disabilities (LD) to provide the primary source of data in this qualitative study that was done to explore personal experiences of these students in transitioning from high school to a large university. Student participants were chosen based on meeting the criteria of having a diagnosed specific learning disability, having qualified and received special education services in high school, and at the time of the study were receiving accommodations through the Disability Resource Center (DRC) at the University of Arizona (UA). Students were further identified as members of a "successful" group with a first semester grade point average (GPA) of 3.0 or higher, or members of a "jeopardy" group with a first semester GPA of below 2.0 and the academic status of probation. This was done in order to ensure that I included the perceptions of students at the high and low range of academic status levels in this sample, not to compare or contrast the two groups. Interviews yielded information about student perceptions of barriers, attitudes, resources and assistive factors in the transition process. Data were analyzed to determine themes related to student success and difficulties. Suggestions for further research and information for future practice are offered.

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Van, Acker Teresa A. "From boutique to big box| A case study concerning teacher change transitioning to a public Montessori elementary school." Thesis, The University of North Carolina at Greensboro, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609604.

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Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension of balancing the Montessori approach with an accountability Standards model. Although Montessori may be in demand among parents in the nation, exhibited by the increase in public Montessori schools, this approach remains in the niche, or boutique, versus the big box of standards education. In this case study, teachers from a large standards-based school in transition to becoming a public Montessori school answered self-reflective survey questions and were observed in their classrooms to verify their responses. Using this approach, the teachers' practice and reflections were compared and contrasted against the teachers' proclaimed continuum for balancing the dual curriculums of Montessori and Standards-based instruction. Twelve teachers were then interviewed and observed to examine their ability to change. The descriptive feedback from these teachers gave insight into the challenges and successes of implementing complex instructional change. Among significant findings was that some teachers in a short time were able to successfully balance the two curriculum mandates. This study's results revealed that given a complex criteria of support, motivated and experienced teachers could implement this change. This study opens the possibility that under certain circumstances, Montessori boutique education could be replicated in a public Big Box way.

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Holloway, Patricia J. Roberts Ruth Ann. "An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6861.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Ruth Ann Roberts. Vita. Includes bibliographical references.

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Bacon, La Shawn Catrice. "Academic self-concept and academic achievement of African American students transitioning from urban to rural schools." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1198.

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The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to rural school environments and to understand how such moves influenced their academic performance and academic self-concept. Gender and length of time since transition were also considered. The sample consisted of 101 African American middle school/junior high students who had been enrolled in Iowa schools for less than 24 months or more than 24 months. Results indicated a significant relationship between academic self-concept and academic achievement measures of ITBS composite scores and cumulative GPA. Gender and the length of time since transition were not shown to be linked to students' academic ability or performance in school. Data gathered from this study will assist administrators, parents, educators, and school counselors with understanding geographic mobility, academic self-concept, and academic achievement. Information obtained will also provide insight about other factors that relate to the academic setting and students' assessment of school such as student motivation, perceptions of peers, the academic self-perceptions students possess, students' attitude towards teachers and classes, and students' attitude towards school.

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Hickey, S. "The initial experiences of young people with severe learning difficulties transitioning from post-16 school to a FE college." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1482275/.

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Background: Obtaining and promoting the voice of the young person with learning difficulties features strongly in both English education policies and learning difficulty research (e.g. DfE, 2014; Loyd, 2012; Porter & Lacey, 2004). In particular, the views of young people are being encouraged at points of transition, such as the move from post-16 provision to further education (e.g. Heslop, Abbott, Johnson, & Mallet, 2007; Palikara, Lindsay, & Dockrell, 2009). The present study aimed to explore the views and experiences of young people with severe learning difficulties (SLD) on their initial transition to further education (FE). It also examined the challenging and supportive factors identified by the young people as being significant in their start at FE provision. / Participants: Five young people, identified as having SLD in their statement of special educational needs (SEN) participated in the current study. All young people were attending the same FE college which had a specialist provision for students with SLD. / Methods and Procedures: To promote the voice of each young person, an individual case study design was employed. The views of the young people were gathered using semi-structured interviews. Each young person was interviewed twice, at the beginning of the first college term and six weeks later. / Results: All of the young people identified friendship at college as being a key experience and supportive factor for them. The young people also reported feeling positive about the learning and social opportunities available to them once they had started at college and two of the young people were particularly enthusiastic about opportunities for greater independence and autonomy. The young people identified significant factors in facilitating their transition, such as support from families (predominantly mothers) and college staff. Three young people experienced a sense of loss and missed their friends from school. Tiredness was also identified by four young people as a challenging factor to their experiences of college. / Conclusions: The study demonstrated the ability of young people with SLD to express their views and experiences of starting college, including identifying the supportive and challenging factors they had encountered. The findings and their implications for the role of educational psychologists (EP) are considered in relation to promoting the young people’s voice and also in supporting the transition of vulnerable populations to post-school provisions.

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Cook, Kyle DeMeo. "Transitioning Across Systems: Head Start and Elementary School Coordination Efforts to Enhance Low-Income Children's Academic and Social Success in Kindergarten." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107635.

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Thesis advisor: Rebekah L. Coley
Children moving from early education programs into elementary schools face a critical transition, making it important for both systems to coordinate to better serve our youngest children. Yet, there is limited research on coordination around the transition to school. The objectives of this dissertation were to: 1) describe the coordination efforts used by Head Start programs to smooth children’s transitions to kindergarten, 2) examine the association between coordination and children’s outcomes in kindergarten, 3) test whether there is an interaction between Head Start coordination efforts and elementary school-based transition practices, 4) test interactions between coordination and child/family characteristics, and 5) understand the benefits and challenges to coordinating across systems. This study included two phases. Phase I examined coordination efforts between Head Start programs and elementary schools in a nationally representative sample of Head Start children (N=2,019). Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools. Results of regression analyses found that coordination was positively related to children’s language and mathematics skills in kindergarten for children enrolled in elementary schools engaging in limited activities to support the transition to school. Phase II involved interviews with sixteen Head Start directors. Results showed multiple ways they coordinate with elementary schools to share information about individual children and general program practices, as well as the ways they serve as a bridge between families and elementary schools. Findings suggest that coordination may benefit children through improved practices by Head Start and elementary schools, as well as increases in parental readiness and involvement.Overall this study shows that Head Start programs are engaging in multiple activities to coordinate with elementary schools. Although direct relationships between coordination practices and child outcomes were limited, interviews with Head Start directors pointed to indirect pathways by which coordination efforts may benefit children. These findings suggest the importance of coordination practices, and stress the need for additional research to explore these pathways
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Doyle, Sara L. "Transitioning a Lutheran elementary school to meet the needs of English language learners and their families the first two years /." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:85.

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Keaveny, Dawn-Marie. "Transitioning from primary to secondary school in Jamaica : perspectives of students with learning disabilities and/or attention deficit hyperactivity disorder." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7205/.

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This is a qualitative research with an ethnographic flavour. It seeks to understand the experiences and perspectives of a group of Jamaican students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) on their transitioning from primary to high school. At present, Jamaica does not have a transition policy and many students with disabilities transition to high school but are not receiving the level of support, and accommodations they need. Interviews were used in this research to gain an insider view of the students’ transition experiences. The students’ stories of high school were compared for similarities and differences using thematic analysis. Through inductive and deductive analysis their stories were examined and interpreted. Four general themes were identified as factors that influenced how students experienced school. These themes were pedagogy, ableist beliefs, the hidden curriculum and social networks. These themes were related to the theories of social capital and sense of belonging and it is argued that social capital and sense of belonging are likely to significantly impact students’ transition experiences, and future outcomes. The findings suggest students use their social capital in the form of social networks to navigate high school and access academic, emotional and social support. Belonging to a social network is associated with positive feelings towards school, as well as with a greater sense of connectedness to their school. Recommendations include the creation of a national transition policy to encourage a smooth transition of students from the primary to the secondary level of schooling. It is also suggested that teachers create opportunities for students to build social networks thereby increasing their social capital in schools. This research contributes to knowledge by presenting a Caribbean perspective on transition. It adds to the literature by giving voice to an often silent minority that is, Caribbean students with disabilities.

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Brunsell, Oskar. "Teaching and Learning English Online : A Study of the Effects of Transitioning to Online Education in an Upper Secondary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35903.

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This study investigates how teachers and students in a Swedish upper secondary school experience the sudden transition to teaching and learning English as a second language online. Students and teachers have answered questions in online questionnaires and the answers were analyzed and compared to previous research and secondary literature. The results indicate that both students and teachers prefer the physical context compared to the online context. Communication and natural interactions are expressed to be the worst consequences for both the teachers and students. This study aims to provide a deeper understanding of the effects on both teachers and students the transition to an online context due to Covid-19 have had and how similar events can be conducted better

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Poulsen, Rebecca Elizabeth. "Parents’ perspectives on adaptive behaviour changes in their child with autism following their transition to school." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/367165.

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Purpose: Transitioning to school is one of the biggest changes in a child’s life. A successful transition can have an impact on future educational outcomes. Transition support is an educational need for a child with autism. There are many simultaneous changes in the environment and expectations placed on the child in the new environment, which can affect adaptive behaviour development. The aim of this study is to explore parents’ perceptions of the changes in a child’s adaptive functioning during the transition to school. Determining the reasons behind these changes can provide important insight into how the child is coping throughout the transition. Method: This study set out to qualitatively explore parent perspectives through semistructured interviews. The participants were 14 parents with a child with autism in the first year of school. Each parent was asked about their child’s transition to school including any perceived changes in the areas of daily living skills, social abilities, and language and communication skills; and possible explanations for any reported changes. The interviews were recorded then transcribed and underwent thematic analysis. Results: Three themes emerged from the thematic analysis. The themes represent factors that influenced changes in adaptive behaviour, as perceived by parents. Theme one was child willingness. Parents stated that when their child showed a desire to participate in school life there were gains in adaptive behaviour development. Theme two was quality stakeholder engagement, which captures the roles that each key stakeholder had when supporting adaptive behaviour during the transition. The role of the parent was coordinating the transition and advocating strategies for the transition to school. This included preparing a transition timeline and coordinating and advocating for high quality communication with educators. The educator’s role was as the collaborator and the implementer to support adaptive behaviour during the transition. This role involved developing high quality collaborative relationships with the parent, the child’s team, and the child’s preschool educators. Following this, the educator’s role was to implement any agreed individualised support strategies, utilising resources, and addressing the core characteristics of the child including adaptive behaviour to ensure inclusion while transitioning to the new school environment. Theme three was school-wide support. This theme defined the school’s role as the supplier and enabler of funding and environmental support during the transition, meeting the needs of the child and all the key stakeholders. Conclusion: Factors affecting adaptive behaviour development during the transition to school for a child with autism can be represented as an integrated model of support for a child-centred transition, starting with child willingness, extending to active engagement of parents as coordinators and collaborators, and teachers as collaborators and implementers, with all parties being supported through the supplying and enabling role of the school. The results are represented as an integrated model of support. These results highlight the value of identifying roles and responsibilities that ensure quality engagement of all involved, with a prepared transition to school using a transition timeline, child profile and the integrated model of support, to give the best opportunity for positive outcomes. Strategies for supporting child willingness, adaptive behaviour development and key stakeholders’ roles are discussed, along with implications for future practice and future research.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School of Education and Professional Studies
Arts, Education and Law
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Perry, Elaine. "A study investigating the impact of peer mentoring on pupils transitioning into secondary school who may be at risk of behavioural, emotional and social difficulties." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13517/.

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Transition to secondary school is almost always a significant period of worry and anxiety. Research has linked it to a number of negative outcomes for young people including lower self-esteem and self-concept and lower academic achievement. Previous literature suggests that peer mentoring can combat negative effects associated with transition. The study explored the use of peer mentoring to support pupils who may be at risk of developing social, emotional and behavioural difficulties following transition to secondary school. A pre-test post-test two-group randomised controlled trial investigated the impact on the Year 7 pupils. To examine the impact on Year 9 peer mentors, a pre-test post-test single group design was applied. The quantitative data from Strengths and Difficulties Questionnaires (SDQ), Resiliency Scales and school attendance was analysed using ANOVAs and t-tests. A questionnaire was used to explore pupil views of the scheme and analysed using thematic analysis. No significant impact was found from the quantitative measures for either mentees or peer mentors. Whilst pupils largely enjoyed the experience, this did not translate into a significant measurable impact. Both the control and intervention group significantly improved on a number of SDQ subscales suggesting pupils may naturally improve following transition. The main themes regarding the things most liked about peer mentoring included having someone to talk to and supporting others. Areas proposed which could improve future schemes included a better environment and more frequent sessions. The study had some methodological limitations including a relatively small sample size, limiting the generalisability of the results; however, results coincide with previous research and the researcher questions future use of peer mentoring without more thorough investigation. This thesis highlights the lack of and need for well-conducted research into interventions before they are widely implemented.

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Mason, Brenda. "Advanced-Beginner Registered Nurses' Perceptions on Growth From Entry Level." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6921.

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Many entry-level nurses are not prepared to handle medical emergencies. Although responsible for managing the care of individuals with complex medical conditions, many of these nurses compromise the safety of patients due to a lack of experience and an inability to apply clinical judgment. The purpose of this study was to explore the perceptions of registered nurses about their transition from entry-level to advanced beginner. Bandura's social cognitive theory, along with Colaizzi's descriptive method of data analysis, provided a basis for this phenomenological study. Research questions focused on challenges that entry-level nurses have experienced with problem-solving and complex patient care that requires advanced critical thinking and the application of clinical judgment. Criterion sampling facilitated recruitment of advanced-beginner RNs, with data collected through semistructured, one-on-one interviews. Data analysis occurred in a series of steps, including extracting and developing meanings from interview transcripts, clustering meanings into description lists, and eliminating outliers. Data analysis revealed 12 major themes aligned with behavior, clinical environment, and personal/cognitive factors. Among the findings were that nurses often felt unsupported, unable to manage conflict, unprepared, unseasoned, inefficient, and unable to lead others effectively. This study was necessary because its findings may provide insights leaders in health services can use to develop strategies to better prepare entry-level nurses to care for individuals with complex medical conditions. Among the implications for positive social change are developing a better tool for the training and advancement of entry-level nurses, consequently improving patient safety and reducing health care costs.

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Allison, Trinity Faith. "FEASIBILITY OF TRANSITIONING A COMMUNITY-BASED TYPE 2 DIABETES PREVENTION PROGRAM FOR AT-RISK ADOLESCENTS TO AN AFTER-SCHOOL FORMAT USING PROCESS EVALUATION AND PARTICIPATORY ACTION RESEARCH." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/632.

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AN ABSTRACT OF THE THESIS OF TRINITY F. ALLISON, for the Master of Science degree in HUMAN NUTRITION & DIETETICS, presented on JUNE 16, 2010, at Southern Illinois University Carbondale. TITLE: FEASIBILITY OF TRANSITIONING A COMMUNITY-BASED TYPE 2 DIABETES PREVENTION PROGRAM FOR AT-RISK ADOLESCENTS TO AN AFTER-SCHOOL FORMAT USING PROCESS EVALUATION AND PARTICIPATORY ACTION RESEARCH MAJOR PROFESSOR: Dr. Sharon Peterson Childhood obesity is increasing rapidly. According to the National Health and Nutrition Examination Survey (NHANES) data, 30.4% of all 12-19 year olds are overweight or obese.1 This increase contributes to a higher risk for developing Type 2 Diabetes Mellitus (T2DM) and highlights the need for T2DM prevention programs targeting high-risk adolescents. Although several programs have reported success, few published studies have used formative assessment, process evaluations, and/or Participatory Action Research (PAR) to determine the most successful components, barriers to implementation, and feasibility of after-school T2DM prevention programs for at-risk adolescents. The purpose of this study was to conduct a process evaluation using PAR to determine recommendations for implementing an after-school program aimed at reducing risk of T2DM in at-risk adolescents. "R.U.A. Healthy Kid?" was found to be widely accepted among participants and teachers. Subjective comments from students commonly included themes focusing on the "fun", "educational", and "interactive" approach to T2DM prevention in at-risk adolescents. Results from meetings with key informants also indicated "R.U.A. Healthy Kid?" would be well received as an after-school program. Researchers found relationships with school nurses and other school health professionals to be helpful in overcoming barriers. Interaction with college students was a major strength cited by participants and teachers. Several areas within the lesson plans and surveys were identified as needing further revisions.

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Gil, Vanessa. "Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3682.

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Individuals with Intellectual Disability (ID) struggle to learn daily living skills (DLS) required for independent living. One specific skill set that is challenging for individuals with ID is grocery shopping. The current study is one of two investigations that have been undertaken entirely in the community and without the use of booster session simulations in a classroom. This study investigated the effects of using least-to-most prompting and mobile technology as a tool to assist 18 to 22-year-old adult students with ID to find six items from a grocery-shopping list. Dependent measures included the number of task steps completed correctly, selecting the correct items from the shopping list, and the duration of shopping. Sessions were conducted twice a week in a community grocery store. A single subject, multiple probe design across participants was employed. There were three phases in this study. The phases included: (a) teaching an initial grocery list, (b) teaching a re-sequenced grocery list, and (c) teaching a replacement grocery list. Overall, the participants demonstrated improvements in their ability to complete the task steps and locate grocery items during the intervention condition in phase one. Two of the three participants’ duration of shopping also improved over the course of the intervention in phase one. However, only one participant advanced to phases two and three of the study as the others did not meet the criterion of achieving 85% or better on the task analysis, which was needed to advance to the subsequent phases of the study. The results of this study suggest that the use of mobile devices used with least-to-most prompting can have a degree of positive effect on the acquisition of functional skills such as locating grocery items by 18 to 22-year-old students with ID. However, for some students either additional weekly sessions in the community setting or classroom simulations are needed. Alternatively, researchers and practitioners might consider pairing mobile technology with different prompting and prompt fading systems (e.g., most-to-least prompting) for students struggling to acquire this skill set in a community setting.

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Manning, Jayne A. "'Entering a new dimension' : an Interpretative Phenomenological Analysis of the experience of transitioning from school to Further Education college for three young people who have an Education, Health and Care Plan." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14276/.

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Transition points within education can present as a time of challenge and opportunity for all young people. The transition from School to college arguably features an important step in the transition to adulthood which can be crucial in enabling young people to develop both personal and work related skills which will support them in their chosen futures. There is a disproportionate amount of young people who have identified Special Educational Needs (SEN) represented in the NEET (not in education employment or training) statistics highlighting a vulnerability for this group of learners as they make post-16 transitions. This research project explores the perceptions of three young people who have an Education, Health and Care Plan as they make their transition from mainstream secondary school to Further Education (FE) College. The young people were each interviewed twice about their experiences of planning, preparing and making their transitions, firstly in the summer term during their last year in school and secondly in the autumn having spent a few weeks at college. The interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis (IPA). IPA was chosen with the aim of eliciting a rich detailed understanding of the young people’s experiences. The analysis went some way to supporting previous findings that the following may be prominent features of young people’s experiences of post-16 transition, namely: a developing sense of self, the nature of the support they receive in each educational establishment and in preparing for their transition and the role of family and friends. Moreover the young people interviewed expressed a feeling of being prepared for their transition and reflected on what this process was like. This supports the significance of facilitating and encouraging young people to have their say about what is important to them, their hopes and ambitions. In addition, this study revealed a developing sense of self-determination for the participants at this time, which has not been widely explored within previous research conducted in the UK. Recommendations linked to the existing literature in this area are highlighted with reference to possibilities for Educational Psychologists (EPs) supporting professionals to develop good practice. Further implications for EPs, schools and FE Colleges in supporting young people as they embark on post-16 transitions are provided, including recommendations for future research.

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Koussa, Michelle D. "Adolescent Academic Adjustment during Chronic Illness: Online Training for Child Life Specialists." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404622/.

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Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included in child life education or certification. As a result, findings from this study may be used to expand intervention programs in the clinical setting to provide more comprehensive psychosocial care to adolescents diagnosed with a chronic illness.

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Bullen, Mary Doreen. "Transitioning To High School: Parent Involvement And School Choice." Thesis, 2012. http://hdl.handle.net/1807/32673.

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Abstract The disquiet around parent-school relationships is the focus of this study. During transitioning to high school, the boundaries around this relationship changes. Few studies have addressed these changes, particularly from parents’ perspectives. It is parents’ voices which are central to this study. This dissertation uses the standpoint of parents, which is often absent or silent in educational literature and research. Within a critical and constructivist paradigm, and influenced by Institutional Ethnography, two elementary schools (divergent in race, social class, ethnicity and immigrant status) and one high school are the sites for interviews with 14 parents and 13 educators. 11 parents were re-interviewed after their children entered high school. Four questions were addresses: How has parent involvement come to be understood? How is the parent-school relationship experienced by parents and educators? How and why are decisions made around the transition and school choice process? Do parents’ perceptions align/vary from those of educators? Based on historically constructed notions and assumptions, parent involvement is usually understood as a visible and public demonstration of appropriate and caring parenting ignoring interactions outside of the public’s gaze. Illustrated through Parent Council membership, parent involvement is gendered, classed, culturally related and race, ethnic and immigrant status specific. Some parents had more social, cultural, economic and emotional capital to bring to the transition process, while others were marginalized and had to rely on/trust the education system. School and Board policies and procedures were examined and their varied affects on parents’ experiences and choices analysed. Educators assisted in disseminating assumptions around parent-school relationships and contributed to inequitable parent knowledge, partially as a result of too little training. By examining social, economic and cultural positioning of parents within local school communities, positive parent-school relationships can be nurtured, which political pundits and educationalists have failed to accomplish. During transitioning, organization and social discontinuities contributed to parent and school disconnects and constructed borderlands in the parent-child-school relationship. This study evidenced the fragility of the parent-school relationship, especially during this vulnerable time for parents and thus, reflective questions are presented in hope of initiating a crucial conversation in local school communities.

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Foulis, Erin Maura Phalon. "Transitioning to high school : an examination of the issues and proposed solutions." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3244.

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Students’ first year of high school can set them on a trajectory for future success or struggles. The transition experience is a significant part of the first year of high school. Environmental, academic and social issues can pose challenges for which students are not prepared. These hurdles can establish significant deficits early in high school from which it can be difficult to recover. The interventions proposed by current research provide concrete suggestions for current education practitioners that could ease the transition experience of students starting high school.
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Lu, Tsai-fen, and 呂采芬. "Methodological Transitioning in Junior High School EFL Classrooms: A Case Study." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/44243706029746043172.

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碩士
國立彰化師範大學
英語教育研究所
85
Methodological eclecticism has been claimed to be the effective teaching method which fitted the needs of different students and accomplished teachers''instructional goals (Spolsky, 1988; Prabhu, 1990; Tseng, 1994; Dunning, 1994).The core issue related to the Eclectic Method was about the shifting among methods. This study aimed to investigate where, how, and why junior high schoolEnglish-as-a-foreign-language (EFL) teachers shifted their teaching methods.To realize the phenomena of methodological transitioning in Taiwan''s junior high school EFL classrooms, two teachers and their students (n = 171)participated in this study. The processes of each teacher''s instruction across twon units in two classes were observed and recorded to seewhere and how they made their changes among teaching methods. In addition,interviews with the teachers were held and recorded to investigate their reasons for such shiftings. All the data were transcribed and analyzed. Results indicated that, first, both teachers applied the Grammar Translation Method (GTM) and the Audio-lingualethod (ALM) far morefrequently than any other teaching methods. The most common type of intra-methodological transitioning was within GTM while the most frequent type ofinter-methodological transitioning was between GTM and ALM. Secondly, task-shifting points where the teachers changed their teaching methods were mostpreferred by both teachers to topic文or material-transitioning points. Thirdly,both teachers used either no linguistic signals, discourse topic boundary markers, linguistic directives, or a combination of discourse boundary markerswith linguistic directives to signal their forthcoming shifting among methods. Finally, the reasons for both teachers'' shifting among methods were for the s學dents, the context/materials, and the teachers themselves.

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HUANG, HSIN-HUI, and 黃馨慧. "The Relationship between Juvenile Delinquents Transitioning into the Regular School System and the Faculty at Their New School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cttzze.

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碩士
國立中正大學
犯罪防治研究所
107
The procedures and regulations governing the reintegration of juvenile delinquents into the regular school system upon being discharged from reform school were modified in 2013, but since that time little related research on this topic has been carried out.Thus the purpose of this study was to make a comprehensive survey of the results brought about by these changes over the past six years. Adopting a qualitative research methodology, I used purposive sampling to recruit seven faculty members at schools which have enrolled former juvenile delinquents. Iconducted in-depth interviews with each of the participants on their experience with such students,focusing on their subjective impressions, the extent of theirinfluence, difficulties encountered, and how the current system might be improved. The results indicate that although most of these students succeed in transferring into the regular school system, only a minority of them actually graduate. It was found that many of the schools these students transfer to don’t provide them with specialized guidance, thereby placing the regular faculty under pressure to make up for the gap. It was also found that the school culture, the availability of administrative support, and the attitude of faculty toward such students all have an influence on the student’s likelihood to graduate. I conclude by summing up the difficulties faced by the participants, stating the limitations of this study, and providing recommendations for policy makers and suggestions for future researchers.

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Pepperell, Jennifer L. "The experience of gifted girls transitioning from elementary school to sixth and seventh grade." Thesis, 2006. http://hdl.handle.net/1957/1361.

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Graduation date: 2006
The purpose of this dissertation was to explore the experience of gifted girls transitioning from elementary school to sixth and seventh grade. The current counseling literature in this area found that gifted girls often struggle emotionally when transitioning to sixth and seventh grade. The bulk of this literature was based on quantitative research methods, and often on girls who were older. For the field of counseling it is important to add literature to the field that expresses the views of girls who are in sixth and seventh grade, and that their views are expressed qualitatively. Qualitative research methods were utilized for this study, specifically the use of grounded theory. Seven research participants were selected and interviewed over a four-month period. Three of these participants were in sixth grade at the conclusion of the study, and one was in seventh grade. Three seniors in high school were also interviewed to provide confirming data throughout the study. The interview data was coded and analyzed using grounded theory techniques. The major findings of this study were that for these gifted girls transitioning from elementary school to sixth and seventh was not as difficult as the literature had stated. With a strong sense of identity, these gifted girls were able to balance their desire to work hard academically and their interest in extra-curricular activities. In being able to balance their academic lives, they were able to make friends and build connections. The connections they made in turn contributed to their sense of self and their experiences of sixth and seventh grade. The implications of these findings are that gifted girls who have a strong sense of who they are, and a connection to others can move through this transition smoothly. For counselors working with this population it provides another understanding of the issues that face gifted girls in sixth and seventh grade.

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Johnson, Cameron. "Transitioning from high school & collegiate sport : the first-year experience of male CIS volleyball players." 2008. http://hdl.handle.net/1993/21138.

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"Transitioning Science Teachers to an Inquiry-Based Approach to Develop Critical Reasoning Skills in High School Students." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49083.

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abstract: To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner. The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy.
Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2018

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Novick, Sarah Riva. "Advisory as an ecological asset: the role of advisory in fostering the positive youth development of adolescents transitioning to high school." Thesis, 2015. https://hdl.handle.net/2144/16237.

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Research has shown that adolescent students' sense of connection to adults and peers and sense of belonging to school are important for academic achievement, social-emotional growth and well-being, and overall success at school. One key mechanism schools have implemented to foster such relationship building is advisory. Much of the advisory research has focused on advisory programming and best practices. While some scholarship has found advisory programs to improve students' sense of connectedness to their advisor and peers and to increase students sense of belongingness to their school, the advisory literature also indicates that a number of schools and educators have experienced challenges to making advisory work for them and their students. The purpose of this mixed-methods study is to explore how and to what extent enhanced advisory fosters ninth grade students' development, as characterized by the Five Cs of positive youth development. The sample was comprised of 55 ninth grade students participating in enhanced advisory (EA), seven EA advisors, and a previous cohort of 96 ninth grade students who participated in traditional advisory (TA). Pre-post surveys were used to measure the development of students in EA over the course of one academic year and end-of-year surveys were used to compare the positive development of students in EA to that of a previous cohort of ninth grade students in TA. Interviews with EA students and advisors were used to investigate and illuminate the quantitative data on students' sense of connectedness to each other, their advisory groups, and their advisors. Major findings revealed that enhanced advisory (EA) students' end-of-year mean scores on 12 of 16 positive development measures surpassed those of students in traditional advisory (TA), indicating that enhanced advisory played a role in fostering students' positive development. Qualitative data revealed that almost all interviewed students built a positive relationship with their advisors and benefitted academically, socially, and psychologically from that relationship. Many--but not all-- students also described the role of advisory in strengthening their connections to peers and sense of belonging to their advisory group.

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Liao, Tzu-Hui, and 廖慈暉. "Research on the Role Positioning of Substitute Teachers Transitioning to Be Educare Givers at the Public Elementary School Affiliated Preschools in Hualien." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67552943447024057515.

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碩士
國立東華大學
幼兒教育學系
101
The purposes of this study were to understand the role positioning of three substitute teachers transitioning to be educare givers, as well as to explore the administrators’ viewpoints and the educares givers’ adaptation to the roles. The participants were from three public elementary school affiliated preschools in Hualien. Data collections included semi-structured interviews, documents, and reflective journals. Trustworthiness was established by member checking, peer debriefing, and triangulation. Conclusions of this study were as follows: 1. The key factors that influenced the educare givers’ role positioning were categorized into four parts: administrators, colleagues , parents , and self-mentality. 2. The school administrators treated the educare givers with respect. However, some of the administrators viewed them as lower positions due to the role differences between teachers and educare givers, while some did not. 3. Three aspects of role adaptation for the substitute teachers transitioning to be educare givers were welfare and salary, role positioning, and career planning . Finally, the study proposed some suggestions for educare givers at public elementary school affiliated preschools, school administrators, local educational administration agencies, and the Ministry of Education.

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Wilson, Jennifer Clark. ""If the teacher smiles a lot, or the kids do, you know it's good in there" : a study of students transitioning into fifth grade." Thesis, 2007. http://hdl.handle.net/2152/3091.

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Lin, Juan-Yi, and 林娟伊. "Research on the Bridge-School Readiness of Five-to-Six-Year-Old in Middle Taiwan Transitioning from Preschool to Elementary School as well as Their Parent's Educational Expectation and Parenting Strategies." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/w732cv.

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碩士
國立臺中教育大學
幼兒教育學系碩士在職專班
106
This Thesis aimed to contextualize the bridge-school readiness of five-to-six-year-old children in Middle Taiwan during their transition from preschool to elementary school as well as their parent's educational expectation and parenting strategies. Depending upon various background variables of the five-to-six-year-old children and their parents, the focuses of this thesis included the discrepancy of their school readiness, educational expectation, and parenting strategies, as well as the relevancy and predictability. The methodology was primarily a questionnaire survey, which was designed by this Researcher and conducted on 1,080 five-to-six-year-old children in Middle Taiwan by using stratified random sampling. In total, 1,021 copies were returned; among them, 963 copies were valid. The statistical analysis was conducted by relying on descriptive statistical analysis, independent-sample t test, single factor ANOVA, Pearson product-moment correlation, and multiple regression analysis. The resulted showed that: I. In Middle Taiwan, the level of both the bridge-school readiness of the five-to-six-year-old children, and their parent's educational expectation and parenting strategies was above the average. Of all aspects of the children’s readiness, "cognition and learning" had the highest score; the "cognition and learning" aspect under the category of parents' educational expectation also reached the highest points; meanwhile, as for parents' parenting strategies, "attitude" showed better points among all other aspects. II. Based on the differences of their “gender,” “the number of children in their family,” “the time they have studied in the preschool,” “the location of their preschool,” and “their custodian,” the children in the region showed statistical significances with respect to school readiness in terms of “physical motions and health,” “cognition and learning,” “language and communication,” “interpersonal relationship and society,” “emotion,” and “overall scale.” III. Based on the differences of their “father’s age,” “mother’s age,” and “family’s monthly total income,” the parents of the five-to-six-year-old in the region showed statistical significances with respect to the category of parents’ educational expectation in terms of “physical motions and health,” “cognition and learning,” “language and communication,” “interpersonal relationship and society,” “emotion,” and “overall scale.” IV. Based on the differences of their “mother’s age,” “father’s education experience,” “mother’s education experience,” “mother’s occupation,” and “family’s monthly total income,” the parents showed statistical significances with respect to the category of parents’ parenting strategies in terms of “attitude,” “behaviors,” and “overall scale.” V. In Middle Taiwan, there was only a low degree of correlation between the “parenting strategies” and “the school readiness of their children” of the parents; there was a moderate degree of correlation between the “parents’ educational expectation” and “the school readiness of their children;” and the correlation between “parents’ educational expectation” and their “parenting strategies” merely showed a low degree. VI. The discrepancy of the parents of the five-to-six-year-old with respect to “father’s age,” “father’s education experience,” “mother’s education experience,” “father’s occupation,” “mother’s occupation,” “family’s monthly total income,” “custodian,” “parents’ educational expectation,” and “parents’ parenting strategies” demonstrated predictability toward the five aspects of children’s school readiness. On the basis of the result, this Thesis submitted some suggestions for future references of parents, educational personnel, relevant education authorities, and other scholars.

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Pang, Yanhui. "Factors associated with the experiences of parents in the transitioning of their young children from early intervention to programs for three-year-olds : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." 2008. http://proquest.umi.com/pqdweb?index=0&did=1514970651&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1249411416&clientId=28564.

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Dissertations / Theses on the topic 'Transitioning to school'

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