Journal articles: 'Transitioning to school'

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Kiessling, Patrick. "Transitioning to Medical School." Academic Medicine 93, no. 6 (June 2018): 820. http://dx.doi.org/10.1097/acm.0000000000002186.

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Bahia, G., U. Janjua, and N. Ashfaq. "Transitioning from dental school." British Dental Journal 228, no. 10 (May 2020): 737. http://dx.doi.org/10.1038/s41415-020-1692-6.

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Panaligan, Jan April, and Jimmy Bernabe Maming. "Challenges Encountered by Junior High School Graduates of the School of Tomorrow Program to Senior High School Program in Capiz: A Case Study." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 4 (April 12, 2021): 321–26. http://dx.doi.org/10.11594/ijmaber.02.04.05.

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The School of Tomorrow (S.O.T.) having the Accelerated Christian Education (A.C.E.) here in the Philippines promises that they can give the most advanced twenty-first-century educational system available, but the experiences and grievances of S.O.T. graduates stated otherwise. This case study intends to determine the key informant's experiences in transitioning from Accelerated Christian Education (A.C.E.) institution to conventional schools in Capiz. This study utilized interviews, observation, and data reviews in gathering the data while the Mayring (2002) approach was utilized in analyzing the data. Themes came out from the constructs of the interviewees in Capiz, like S.O.T. curriculum is offered in Pre-School to Junior High School only, difficulty in transitioning from S.O.T. school to conventional schools offering Senior High School Program and conventional schools must be adopted and integrated to the S.O.T. Junior High School. The output of the research is the proposed new S.O.T. curriculum model to help address the existing problems.

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Schneider, Barbara, Christopher Klager, I.-Chien Chen, and Jason Burns. "Transitioning Into Adulthood." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 13, 2016): 106–13. http://dx.doi.org/10.1177/2372732215624932.

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The transition to adulthood is not easily marked by specific life events such as completing school, getting married, or having children. Variations in timing and the economic and social pressures associated with the traditional signs of adulthood make young people’s decisions about their futures complex and uncertain. Experiences vary by gender, race, and ethnicity and by social, economic, family, and community resources. Rather than trying to define what adulthood is, institutions such as school and colleges should focus on customizing programs to meet the unique needs of specific populations. Better support systems should focus on the social and emotional needs of young people, to help them plan and execute a successful life course. Promising programs should be studied with more attention to the science of implementation and improvement.

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Taylor, Zoe E., Leah D. Doane, and Nancy Eisenberg. "Transitioning From High School to College." Emerging Adulthood 2, no. 2 (October 21, 2013): 105–15. http://dx.doi.org/10.1177/2167696813506885.

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Underwood, Kathryn, Elaine Frankel, Gillian Parekh, and Magdalena Janus. "Transitioning Work of Families." Exceptionality Education International 29, no. 3 (December 20, 2019): 135–53. http://dx.doi.org/10.5206/eei.v29i3.9391.

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This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are constructed in early childhood, and how these constructs are reinforced through procedures, policies, and documentation. Ultimately, we identify five key phenomena in the study: implicit messages of exclusion, the work of families, the supremacy of labels, a fallacy of choice, and the flexibility of institutions to adapt for children. These findings are taken up in the context of broader discourses of school readiness and transition to school with the intention of expanding our conversation about transitions.

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Martin, James E., John H. Oliphint, and Greg R. Weisenstein. "ChoiceMaker: Transitioning Self-Determined Youth." Rural Special Education Quarterly 13, no. 1 (March 1994): 16–23. http://dx.doi.org/10.1177/875687059401300104.

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Individuals who are successful are self-determined. Unfortunately, too many youths with disabilities are not self-determined. Many individuals with disabilities exit our schools faced with a quality of life that looks quite different from their non-handicapped peers. Transition activities must be based on students' needs, preferences, and interests. School based transition planning should be directed toward employment outcomes. Students need opportunities to learn their vocational preferences, interests and skills relative to the available job market. By using a Self-Directed Employment Model, students will empower themselves to make and implement their own decisions. The Self-Directed Employment approach teaches students to choose a job that matches their interests and skills, and facilitates on-the-job self-management skills. Participating students systematically complete a three phase structured vocational curriculum as they progress through a choose, manage, evaluate, and adjust model. To help make a successful transition from school to work, the Individualized Education Plan needs to reflect student interests. The authors of this article describe the Self-Directed Employment model as a method to teach student self-determination.

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Hantzopoulos, Maria, Rosa L. Rivera-Mccutchen, and Alia R. Tyner-Mullings. "Reframing School Culture through Project-Based Assessment Tasks: Cultivating Transformative Agency and Humanizing Practices in NYC Public Schools." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (April 2021): 1–38. http://dx.doi.org/10.1177/016146812112300404.

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Background/Context In the last two decades, high-stakes testing policies have proliferated exponentially, radically altering the broader educational landscape in the United States. Although these policies continue to dominate educational reform agendas, researchers argue that they have not improved educational outcomes for youth and have exacerbated inequities in schooling across racial, economic, geographic, and linguistic lines. Alternative project-based assessments, like ones used by the New York Performance Standards Consortium (Consortium) are one type of practice to have shown promise in aiding in the creation of humanizing and transformative educational spaces. Purpose/Objective/Research Question/Focus of Study This article examines how teachers and students make meaning of their experiences transitioning away from high-stakes standardized tests to project-based assessment tasks (PBATs) and specifically considers the role that PBATs might play in shaping school culture. Drawing from three years of data collection at 10 New York City public high schools new to the Consortium, we discern how students and teachers negotiate this shift, paying attention to the ways in which PBATs fostered transformative and humanizing pedagogies and practices. We raise the following questions: How can schools that use project-based assessment reinvigorate school culture to address enduring inequities that persist in schools? How might PBATs reframe schools to be more humanizing and transformative spaces? Research Design We used multiple methods to understand how project-based assessment shapes school culture and curriculum in these transitioning schools, and drew from qualitative and quantitative traditions. The research involved: (1) a historical inquiry into the role of the Consortium in school reform; (2) a broad investigation of the 10 schools transitioning into the Consortium (including three rounds of annual surveys with teachers and administrators); (3) three in-depth focal case studies of transitioning schools (including observations, interviews with teachers, and surveys with students); and (4) surveys with experienced teachers new to established Consortium schools. Conclusions PBATs are a useful tool to engage students and teachers more actively as participatory actors in the school environment, particularly when overall school structures collectively support its integration. Although there were inevitable challenges in the process of transition, our data suggest that the school actors mediated some of these tensions and ultimately felt that PBATs helped create more dignified spaces for youth. By anchoring the assessment process in the concept of transformative agency, we consider how the transition to PBATs might reinvigorate school culture, redress harmful systemic injustices, and serve as a necessary part of school reform and education policy.

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Kuhn, Jocelyn, Kate Szidon, Bonnie Kraemer, Jessica R. Steinbrenner, Brianne Tomaszewski, Kara Hume, and Leann DaWalt. "Implementation of a multi-family autism transition program in the high school setting." Autism 26, no. 3 (January 6, 2022): 615–27. http://dx.doi.org/10.1177/13623613211065533.

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Transitioning Together is a multi-family intervention designed to support families of adolescents on the autism spectrum as they prepare for the transition to adulthood. Questions remain regarding its wide-scale adoption and implementation in real-world settings such as high schools. We examined student, teacher, and school-level facilitators and barriers to adopting and implementing Transitioning Together at 30 public high schools across three US states that were participating in the intervention arm of a larger randomized trial, which provided training and coaching for implementation of comprehensive evidence-based autism programming. Seventeen of the 30 schools adopted Transitioning Together. Community socioeconomic status and pre-existing quality of programming for family involvement and transition planning significantly predicted intervention adoption. Thirteen of the 17 schools that adopted Transitioning Together did so with a high level of fidelity (>90%). The areas of fidelity that schools struggled with most related to session structure, facilitating problem-solving and dialogue, and collecting feedback from families. Findings highlight struggles and successes with real-world adoption of the intervention in its current form. Future research is needed to further examine how to facilitate adoption across public high schools and/or other service systems, while maximizing effectiveness, as well as reach to historically underserved autism spectrum populations. Lay abstract Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations.

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Rossiter, Rachel Cathrine, Deborah K. Clarke, and Linda Shields. "Supporting Young People's Emotional Wellbeing During The Transition To Secondary School In Regional Australia." Australian and International Journal of Rural Education 28, no. 1 (July 24, 2022): 73–86. http://dx.doi.org/10.47381/aijre.v28i1.170.

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Extensive international literature is available on aspects and impacts associated with students' transition from primary to secondary school. However, in regional and rural Australia, it is challenging for educators and healthcare professionals to ensure that interventions supporting the emotional wellbeing of students transitioning to secondary school are informed by context-specific evidence. This paper presents a narrative review of research published since 2010 investigating students' emotional wellbeing and psychological impacts of the transition to secondary school, with a focus on programs implemented to support young people during this transition. Research specific to students in regional and rural areas of Australia was lacking, with a marked absence of studies in regional and rural settings outside Western Australia and Tasmania. Similarly, research evaluating programs to support the psychological wellbeing of students transitioning to secondary school was lacking. However, this review provides a comprehensive overview of factors influencing the transition to secondary school from the perspectives of young people, their parents and teachers. These Australian data capture particular concerns and features that may inform development and implementation of interventions specific to the needs of young people in regional and rural communities across Australia. In schools where no specific intervention is planned, this review provides general guidance regarding challenges faced by transitioning students and possible ways students can be supported. In particular, this review highlights the need for educators and researchers to work together to develop and evaluate programs to support young people as they transition from primary to secondary school.

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Craven, Cindy, Tammi Mengel, and Martha Barham. "Transitioning from School-to-Work: One Successful Model." North Carolina Medical Journal 65, no. 2 (March 2004): 107–9. http://dx.doi.org/10.18043/ncm.65.2.107.

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Isaacs, Janet Sugarman, Beverly D. Davis, and Margaret J. La Montagne. "Transitioning the child fed by gastrostomy into school." Journal of the American Dietetic Association 90, no. 7 (July 1990): 982–85. http://dx.doi.org/10.1016/s0002-8223(21)01675-8.

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Marsico, Melisa, and Yvette Getch. "Transitioning Hispanic Seniors from High School to College." Professional School Counseling 12, no. 6 (August 2009): 458–62. http://dx.doi.org/10.5330/psc.n.2010-12.458.

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Marsico, Melisa, and Yvette Q. Getch. "Transitioning Hispanic Seniors from High School to College." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200610.

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Hispanic seniors who were on track to graduate in May 2006 were invited to participate in a program to help them make a successful transition from high school to college. Data indicated that this group might benefit from direct assistance in the college application process. The goal of the intervention was to work with the identified students during the fall semester and to increase the number of Hispanic students who applied to college. The program was evaluated by comparing the number of Hispanic students who applied to college by May 1, 2005, to those Hispanic seniors who applied to college by May 1, 2006. There was a 5% increase in the number of Hispanic seniors who applied to college by May 1, 2006, compared to May 1, 2005. Additionally, there was a 16% increase in Hispanic students who applied to a college by January 2006 compared to the previous year.

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Kitchen, Margaret. "Identity struggles: Korean stories on transitioning to secondary school from primary school." Curriculum Matters 9 (June 1, 2013): 46–63. http://dx.doi.org/10.18296/cm.0151.

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Parsons, Jeanette, Mary Ann McColl, Andrea Martin, and David Rynard. "Students with Disabilities Transitioning from High School to University in Canada: Identifying Changing Accommodations." Exceptionality Education International 30, no. 3 (December 15, 2020): 64–81. http://dx.doi.org/10.5206/eei.v30i3.13427.

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More students with disabilities are attending university in Canada, bringing increasing expectations for academic accommodations. This study compared accommodations offered in high school and university for 71 first-year undergraduates with disabilities at Queen’s University in Ontario, Canada. More than a third (34%) of the participants presented with a disability label at university different from what they had in high school. Eighty-six percent (86%) of participants received fewer accommodations in university (6.34 fewer on average). The most frequently lost accommodations were individualized instructional supports and extra time on exams. High school students who received human-assisted accommodations, and those who identified as exceptional, lost the highest number of accommodations. Accommodations increased for students who attended private high schools. These findings have practice implications for both high schools and universities. Instead of using disability labels, high school students with disabilities should be taught how to describe their disability-related functional limitations (FLs) within academic activities. High schools should align Grade 12 academic accommodations specifically to disability-related FLs for university-bound students with disabilities. Universities should communicate clear information about its accommodation process. This includes the conditions in which specific accommodations, such as memory aids, are granted. Universities should identify and support students whose accommodations change significantly upon their arrival from high school. Finally, universities ought to adopt Universal Design for Learning principles in teaching wherever possible. This will help create a welcoming learning environment for all students, including high school students experiencing significant changes to their accommodations as they transition to university.

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Love, Joan Scott. "Studio teaching experiments – spatial transitioning for autism schools." Archnet-IJAR: International Journal of Architectural Research 13, no. 1 (March 18, 2019): 39–57. http://dx.doi.org/10.1108/arch-11-2018-0019.

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Purpose The purpose of this paper is to evaluate a teaching model involving an experimental studio project for first-year interior architecture university students. Design/methodology/approach Content, process, teaching style and feedback are examined in a project, run over five years, concerning transitioning between environments for people with autism in an attempt to advance design of autism schools. Research methodology, teaching model, outcomes and group dynamics are critiqued. Findings Feedback from experienced autism-specific teachers across eight case study schools raise recurring issues framing a series of design problems navigated by students. The teaching model enhances student exploration of how sensory processing difficulties, through spatial transitioning strategies, might be approached, whilst furthering their specialist knowledge as future designers of inclusive spaces. Research limitations/implications Each transitioning platform requires deeper research to form a realistic interior typology. A further project to install and evaluate specific “transitioning insertions” into circulation spaces of an autism school is proposed for future research. Practical implications The identification of this teaching model illustrates how to embed design for autism in the university curriculum. Social implications The project brief helps address the National Autistic Society’s public autism awareness campaign “Too Much Information” highlighting anxieties that “unexpected change” causes. Effective design of transitioning spaces can help people with autism to cope with their environment, reducing behaviours and improving learning. Originality/value The creation of the “Co-specialist ASD-educator model” will be of value to universities. “Ten Spatial Transitioning Platforms” were uncovered relating to Transitions. This will be of importance to autism researchers and eventually design practitioners.

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Knopf, Alison. "Transitioning back to in‐person school: Tips from AACAP." Brown University Child & Adolescent Psychopharmacology Update 23, no. 4 (March 21, 2021): 7–8. http://dx.doi.org/10.1002/cpu.30567.

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Knopf, Alison. "Transitioning back to in‐person school: Tips from AACAP." Brown University Child and Adolescent Behavior Letter 37, no. 4 (March 9, 2021): 9–10. http://dx.doi.org/10.1002/cbl.30538.

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Goldstein, Tara, Austen Koecher, Pamela Baer, and benjamin lee hicks. "Transitioning in elementary school: parent advocacy and teacher allyship." Teaching Education 29, no. 2 (September 18, 2017): 165–77. http://dx.doi.org/10.1080/10476210.2017.1372410.

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Rojas-García, Georgina. "Transitioning from School to Work as a Mexican 1.5er." ANNALS of the American Academy of Political and Social Science 648, no. 1 (May 24, 2013): 87–101. http://dx.doi.org/10.1177/0002716213482434.

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This is a qualitative study that examines the process through which young adults who were born in Mexico and immigrated to the United States in their formative years have managed to attain a college education, and the uncertainty that besets their future careers. The article focuses on successful college attainment but seeks to add to the debate about resilient migrants along the following lines. The young adult immigrant population (referred to as Generation 1.5) deserves special attention since they experience a different process of socialization and insertion into American society, compared to first-generation adult migrants and to their children born in the United States (the second generation). The outcome of this different socialization process is a group of high achievers in the academic arena, with a heterogeneous prospect in labor, mainly due to their migratory situation. Their professional prospects fall into one of two patterns: upward mobility or glass-ceiling mobility.

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Lawlis, T., M. Knox, and M. Jamieson. "School canteens: Parents perceptions on transitioning to healthy canteens." Journal of Nutrition & Intermediary Metabolism 4 (June 2016): 18. http://dx.doi.org/10.1016/j.jnim.2015.12.216.

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Volkova, Alina, Anastasia Chernysheva, Alexander Dynin, Ekaterina Ivanova, Varvara Larina, and Flavio Pinheiro Martins. "Factors driving sustainability in a transitioning economy business school." Latin American J. of Management for Sustainable Development 1, no. 1 (2022): 1. http://dx.doi.org/10.1504/lajmsd.2022.10051738.

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Deakin, Jo, and Aaron Kupchik. "Tough Choices: School Behaviour Management and Institutional Context." Youth Justice 16, no. 3 (September 16, 2016): 280–98. http://dx.doi.org/10.1177/1473225416665610.

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In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities mirror what one would expect based on the distinct institutional arrangements and organizational priorities of alternative and mainstream schools, they pose particular problems for children transitioning between the two types of school. In this article, we raise a series of questions about the impact of these mismatches on children’s experiences and the potential for school disciplinary reform to achieve lasting results.

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Cumming, Therese M., and Iva Strnadová. "Transitioning Back to Mainstream Education: The Flexible Integration Model." Australasian Journal of Special Education 41, no. 1 (December 23, 2016): 51–67. http://dx.doi.org/10.1017/jse.2016.15.

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The implementation of a transition model, the flexible integration model, was investigated in a school in Sydney, Australia, using an exploratory single case study design (Rowley, 2002). It is a person-centred model designed to assist students in transitioning from a special school for students with emotional and behavioural disabilities to mainstream settings. Students enrol in mainstream classes in areas that interest them academically and vocationally, while receiving support in developing the necessary social and behavioural skills to successfully fully transition to mainstream and post-school settings. The model, based on the person-centred planning framework, was implemented with 1 student during the last 2 terms of a school year. The outcomes and effectiveness of adopting the model were evaluated by analysing the student's behaviour and attendance, and interviews with principals, teachers, and paraprofessionals. Results indicated improvement in the student's behaviour, attendance, and interpersonal skills.

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Depalma, Renée, Eugene Matusov, and Mark Smith. "Smuggling Authentic Learning into the School Context: Transitioning from an Innovative Elementary to a Conventional High School." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (April 2009): 934–72. http://dx.doi.org/10.1177/016146810911100407.

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Context What Varenne and McDermott described as “conventional schooling” is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and tend to explicitly reject conventional practice in favor of a collaborative “free-choice learning environment.” Focus of Study We analyze the institution of conventional U.S. schooling through the interpretive lens of students who were experiencing it for the first time in their first year of high school. We were interested in how students who had attended an innovative collaborative elementary school interpreted their former innovative and current conventional schools and how they used these interpretations to form coping strategies for success in the new environment. Setting The study was based at the Newark Center for Creative Learning (NCCL). Founded in 1971, the school terminates after the eighth grade. Participants We followed a cohort of 13 ninth-grade NCCL “graduates” through their first year of conventional high school. We also solicited views from their parents and former (NCCL) teachers. Research Design We employed a qualitative case study approach designed in collaboration with teachers. Data Collection and Analysis We conducted four focus-group interviews with NCCL alumni and analyzed their postings to a private asynchronous Web discussion set up exclusively for them to discuss their experiences. We also surveyed their parents, invited parents, staff, and students to a videotaped discussion of our emerging results, and invited personal e-mail feedback on our emerging interpretations. Findings The students in our study were generally academically successful in their new high schools yet clearly expressed a distinction between what they considered authentic learning and what they considered strategies for academic success in their new conventional schooling environments. Analysis of their discourse revealed distinct response patterns characterizing concurrent (sometimes complementary, sometimes contradictory) projects of self-actualization and institutional achievement. Recommendations Our analysis suggests that a certain critical ambivalence toward credentialism and competition can be part of a healthy strategy for school success and that efforts to improve minority school performance should be modified to take into account the effect of the institution of conventional schooling itself, an aspect that has, to date, been underanalyzed.

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

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This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.

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Fuller, Hayley. "Is my child ready for school?" Early Years Educator 23, no. 16 (November 2, 2022): S8. http://dx.doi.org/10.12968/eyed.2022.23.16.s8.

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When an academic year is approaching, you may find yourself asking if your child is actually ready for school? Your child may be transitioning from a nursery, childcare or your home setting where everything has been a regular routine, having had consistent and familiar educators or family members supporting them. I am here with some ideas to support you and your child.

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Grant, Anne. "Young Gifted Children Transitioning into Preschool and School: What Matters?" Australasian Journal of Early Childhood 38, no. 2 (June 2013): 23–31. http://dx.doi.org/10.1177/183693911303800204.

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Gerlach, Jennifer M. "Transitioning From High School to College Athletics: Recommendations for School Counselors Working With Athletes." Journal of Professional Counseling: Practice, Theory & Research 45, no. 1 (January 2, 2018): 45–58. http://dx.doi.org/10.1080/15566382.2019.1569319.

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Salley, Jessica, Sarah Krusen, Margaret Lockovich, Bethany Wilson, Brenda Eagan-Johnson, and Janet Tyler. "Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology." Perspectives of the ASHA Special Interest Groups 4, no. 6 (December 26, 2019): 1267–82. http://dx.doi.org/10.1044/2019_pers-sig2-2019-0003.

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Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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Holcomb-McCoy, Cheryl. "Transitioning to High School: Issues and Challenges for African American Students." Professional School Counseling 10, no. 3 (February 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000306.

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Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.

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Easton-Brooks, Donald, Derrick Robinson, and Sheneka M. Williams. "Schools in Transition: Creating a Diverse School Community." Teachers College Record: The Voice of Scholarship in Education 120, no. 13 (April 2018): 1–26. http://dx.doi.org/10.1177/016146811812001307.

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U.S. public schools are becoming increasingly diverse. By 2025, it is predicted that students of color will make up more than 55% of the school population across the United States. However, teachers and leaders of color make up less than 20% of the education workforce across the country. The Every Student Succeeds Act (ESSA, 2015) establishes a policy goal to increase the number of educators of color. Yet, the policy must go beyond simply increasing the number of educators of color; rather, the policy must assist schools in transitioning and engaging with a new generation of public school students and teachers of color. This study employed a qualitative approach informed by a narrative case study design to explore the challenges schools face in increasing the quantity and quality of racially diverse educators. The researchers examined a school district facing a rapid demographic change over a relatively short period. The findings showed challenges at multiple levels and cultural/racial systematic challenges facing many U.S. public schools. The researchers conclude with recommendations to multiple stakeholders (i.e., public schools, teacher preparation programs, leadership preparation programs) who impact the process of leading schools through the transition into highly diverse communities of learning.

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Brown, Christopher. "Staking out the successful student." education policy analysis archives 13 (February 17, 2005): 14. http://dx.doi.org/10.14507/epaa.v13n14.2005.

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With the performance of students, teachers, and schools defining success under current standards-based accountability policies (e.g. Chicago Public Schools (Note 1); No Child Left Behind Act, (United States Department of Education, 2002)), school districts are implementing various forms of intervention programs as a means to improve student performance. By examining a pilot summer school program that is transitioning from a low-stakes' to a high-stakes' intervention program, this article examines the possibilities that exist for students to author themselves as learners, and it questions whether opportunities for students to identify themselves as successful learners are lost when an intervention program, such as summer school, becomes mandatory. The implications of this analysis highlight questions and concerns that policymakers and school personnel need to address when formulating high-stakes standards-based accountability policies and intervention programs.

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Sime, Daniela, Robbie Gilligan, and Jennifer Scholtz. "Children at transition from primary school reflecting on what schools are for – narratives of connectedness, (mis)recognition and becoming." Childhood 28, no. 2 (February 11, 2021): 294–308. http://dx.doi.org/10.1177/0907568221992852.

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This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.

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O'Neill, Sue C., and Therese M. Cumming. "The Ins and Outs: How Principals Can Smooth Transitions Between School and Juvenile Justice Centres." Australasian Journal of Special and Inclusive Education 42, no. 02 (October 8, 2018): 158–70. http://dx.doi.org/10.1017/jsi.2018.15.

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Researchers note that the transitions of secondary students with disability in and out of the juvenile justice system are problematic for both the young person and leadership teams of their sending and receiving schools. Much of the literature focuses on barriers to successful transitions; however, there are some accounts of positive transition practices. In this article, we identify these positive practices and outline the steps school principals and executives involved in transitioning secondary school students with disability in and out of juvenile justice settings can take to smooth the way and improve student outcomes for this vulnerable population.

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Hoke, Mary M., Theresa L. Byrd, and Nell H. Gottlieb. "Transitioning Health Educators to Clinical Settings." Californian Journal of Health Promotion 5, no. 1 (March 1, 2007): 1–8. http://dx.doi.org/10.32398/cjhp.v5i1.1796.

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Objective: A support model consisting of a local health educators’ network, a technical assistance team with academic and practice experts, and an evolving sequence of professional continuing education activities supported health educators transitioning from community or school health education sites to health care sites as part of the Clinic Health Education and Life Style Promotion Project (Clinic HELP) designed to increase health education options for individuals within the Paso del Norte Region of the United States-Mexico Border. Methods: Focus groups, interviews and surveys were used to evaluate intervention activities designed to assist in the transition. Results/Conclusions: Lack of familiarity with health care settings and role delineation were identified as barriers while “expert” sounding boards, professional development activities, and advanced education assisted in the transition. Use of the professional network was less than anticipated. Practice Implications: Based on the Clinic HELP experience, recommendations are provided for professional education and support for health educators within clinical practice settings.

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Rome, Sunny Harris, and Miriam Raskin. "Transitioning Out of Foster Care." Youth & Society 51, no. 4 (February 1, 2017): 529–47. http://dx.doi.org/10.1177/0044118x17694968.

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Youth aging out of foster care are at particular risk for negative outcomes including school dropout, homelessness, poverty, unemployment, substance abuse, health and mental health problems, and victimization. Yet we know little about how, when, and why these youth find themselves on a downward trajectory. This qualitative, phenomenological study—conducted in partnership with four public child welfare agencies—examined the lived experience of 19 youth during their first year after exiting foster care. The authors used monthly, contemporaneous interviews to explore domains including housing, employment, education, and relationships with trusted adults. Although outcomes in employment were poorest, participants’ experience in all domains was characterized by frequent changes and instability. Adverse events began immediately and many youth were unsure how to navigate the system to get help. Yet youth who were successful in one domain were more likely to be successful in others. Risk factors included having four or more foster care placements, being on probation, accumulating fines, and losing government assistance. Protective factors included living with an adult who shares the rent and maintains a positive, consistent presence; being a full-time student; receiving educational and housing subsidies; having reliable means of transportation and communication; and maintaining the same job throughout the transitional year. Despite facing significant obstacles, the youth demonstrated resilience and optimism as they contemplated their futures. Recommendations include providing specialized services that target youth as they exit the system, and emphasizing stability rather than self-sufficiency.

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Safari, Maryam, and Lee David Parker. "Transitioning business school accounting from binary divide to unified national system." Journal of Management History 23, no. 3 (June 12, 2017): 337–67. http://dx.doi.org/10.1108/jmh-03-2017-0014.

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Purpose This paper aims to provide a historical case study of strategic changes in accounting at an Australian university’s business school department during 1972-1992 when it was repositioning itself in the early stages of major changes in the Australian and international tertiary accounting education environment. The study is conducted within the context of the university history within which the department operated as well as major government policy and global education shifts shaping university structures and focus. Design/methodology/approach This study offers a historical analysis of early stage changes in university focus at the business school’s accounting department, developed through departmental and university reports and oral history interviews. A narrative analytical methodology is adopted to portray a history of an academic accounting department in transition. Findings This case study illuminates the impacts of and responses to the beginning of marketisation and globalisation of higher education, and the commercialisation of universities and explains the strategic implementation processes in one university’s business school departmental during a period of significant formative change in the Australian accounting education landscape. Originality/value This study deepens our understanding of environmental, structural, educational and research changes at the operational departmental level of academic institutions, paying particular attention to the organisational culture and human capital dimensions.

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Spier, Erin. "Group Art Therapy With Eighth-Grade Students Transitioning to High School." Art Therapy 27, no. 2 (January 2010): 75–83. http://dx.doi.org/10.1080/07421656.2010.10129717.

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Holcomb-McCoy, Cheryl. "Transitioning to High School: Issues and Challenges for African American Students." Professional School Counseling 10, no. 3 (February 2007): 253–60. http://dx.doi.org/10.5330/prsc.10.3.t786743452x51lk2.

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Moffett, Ann-Thomas, Gina Bolles Sorensen, and Valerie Ifill. "Transitioning from School to Career: I’ve Got My MFA … Now What?" Journal of Dance Education 15, no. 1 (January 2, 2015): 39–43. http://dx.doi.org/10.1080/15290824.2015.961193.

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Buckley, Emma, Alice König, and Ana Kotarcic. "Transitioning between School- and University-Level Latin Learning: A Scottish Perspective." Journal of Classics Teaching 18, no. 35 (2017): 54–64. http://dx.doi.org/10.1017/s2058631017000083.

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Students are arriving to study Latin at university with an increasingly diverse range of qualifications (including no Latin at all). This is something to celebrate. University Classics departments want students from different educational backgrounds; and we want a wide range of qualification authorities to continue to offer students the chance to start learning Latin at school. This diversity is being exacerbated, however, by an increasingly stark differential in the content and rigour of these various qualifications; and that presents challenges for universities aiming to integrate students quickly and acclimatise them to university-style learning. Classes in all subjects have more and less knowledgeable students learning side-by-side; but the dynamics of a Latin language class mean that gaps in knowledge and differences in experience become publicly visible very quickly. This is thus a social problem as much as it is an academic one, and it is particularly acute during that important period of transition, the first year of university study. This trend is not exclusive to the teaching of Latin but has also been a recurring theme of discussion within Modern Languages too, particularly in Scottish universities where the percentage of non-A Level students is higher than is generally the case south of the border.

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Fay, Karen E., and Frederic J. Medway. "An acquaintance rape education program for students transitioning to high school." Sex Education 6, no. 3 (August 2006): 223–36. http://dx.doi.org/10.1080/14681810600836414.

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Wilkinson, Sarah, Skip Kumm, and Sara McDaniel. "Transitioning From Alternative Education Settings: A Process for Students With Behavioral Challenges." Intervention in School and Clinic 56, no. 1 (April 1, 2020): 29–35. http://dx.doi.org/10.1177/1053451220910738.

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Students with emotional and behavioral disorders (EBD) experience some of the poorest outcomes of all students. They are also placed in alternative education (AE) settings more frequently than students in other disability categories. For some of these students, the ultimate goal is to return to the traditional school. A systematic, five-part process provides a framework that begins with planning for transition upon entry to an AE program and proceeds through monitoring student progress after returning to the traditional school. The process allows educators, students, and parents to work as a collaborative team to support youth transitioning from an AE setting to a traditional school.

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Davis, Eric S., and Carly Paro. "Preparing High School Students With Chronic Illnesses for College Transition: Lessons Learned From College Counselors." Professional School Counseling 23, no. 1 (January 2019): 2156759X2090707. http://dx.doi.org/10.1177/2156759x20907070.

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Interest is growing regarding high school preparation for students transitioning to college with chronic illnesses such as asthma, cancer, and diabetes. This qualitative study examined 15 college counselors’ perceptions of working to address high school transition needs with incoming students diagnosed with chronic illnesses. Four themes emerged from the findings: counseling services, social aspects, medical considerations, and educational needs. We discuss implications for high school counselors’ practice and future research.

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Black, Douglas. "An accidental datahound: Transitioning skills to experience and application." College & Research Libraries News 78, no. 8 (September 7, 2017): 436. http://dx.doi.org/10.5860/crln.78.8.436.

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I didn’t set out to become a data-driven librarian. The concept was still new when I was in library school, and smitten as I was with the human element of information structures and information seeking, the idea seemed detached, focused on mere numbers divorced from the daily face-to-face reality of a reference librarian.Well.

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Tsui, Kwok-Tung, Chi-Kin John Lee, King-Fai Sammy Hui, Wai-Sun Derek Chun, and Nim-Chi Kim Chan. "Academic and Career Aspiration and Destinations: A Hong Kong Perspective on Adolescent Transition." Education Research International 2019 (November 3, 2019): 1–14. http://dx.doi.org/10.1155/2019/3421953.

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Understanding the academic and career aspirations of adolescents and their destinations could inform policy makers and educators about how best to provide support at society and school levels to facilitate adolescents transitioning from school to further education and work. The current qualitative study investigates seven senior secondary students from three schools with varying intakes of student ability under the “Secondary School Places Allocation System” in Hong Kong. By employing a Systems Theory Framework, the study looked into the academic and career aspirations of these students and tracked their destinations immediately after secondary school graduation. Findings show that the academic and career aspirations of adolescents and their destinations are shaped by prevailing preferences for attaining higher qualifications, preferably a bachelor’s degree, parental and others’ influences, and outcomes of public examination results. The implications of enhancing support for the societal, school, and career- and life-planning education of individuals are discussed.

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Clayton, Jennifer K., and Bryce Johnson. "If It Ain’t Broke, Don’t Fix It." Journal of Cases in Educational Leadership 14, no. 4 (December 2011): 22–30. http://dx.doi.org/10.1177/1555458911432964.

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This case uncovers the balance between school culture and academic success that school leaders must consider while leading their schools. New school leaders as well as experienced leaders transitioning into new buildings find that each school has its own distinctive culture. The existing culture and ethos of a school must be considered as leaders gauge the need for short-term and long-term improvements. This must be balanced with the experiences and expectations brought by the leader that have the ability to create positive change. This transition process should not be taken lightly, and administrators should carefully observe what traditions their new school communities value when considering what change needs to be incorporated. This case uncovers the need for new building principals to reflect and analyze background data, both qualitative and quantitative, prior to mandating change in their building. In that sense, it gives aspiring leaders an opportunity to reflect on leadership style and whether there is an opportunity to contextualize that style.

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Timperley, Helen, Stuart McNaughton, Lin Howie, and Viviane Robinson. "Transitioning Children from Early Childhood Education to School: Teacher Beliefs and Transition Practices." Australasian Journal of Early Childhood 28, no. 2 (June 2003): 32–38. http://dx.doi.org/10.1177/183693910302800207.

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Children's experience of the transition between early childhood education and school can have a long-term impact on their school achievement and retention. Although both practitioners and researchers often describe ideal transition arrangements in terms of collaboration between families and teachers in the two sectors, little is known about what this means in terms of practice. In this survey of early childhood educators and school teachers' beliefs and practices about the transition we found that, despite a commitment to collaborate, teachers from the two sectors had very different expectations of each other and most were dissatisfied with the current arrangements. They had insufficient knowledge of individual children's achievement to help the children utilize what they had learned in early childhood settings in their new school environment. Implications of this study for assisting teachers to develop more educationally defensible transition arrangements are discussed.

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Journal articles on the topic 'Transitioning to school'

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