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| Author | : James J. DelViscio |
| Publisher | : |
| Total Pages | : 231 |
| Release | : 2013 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Kara Gober |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : |
| ISBN | : |
The transition to middle school can be a difficult time socially, emotionally, physically, and academically. These difficulties often impact students' academic success during this time. Transition programs can help students during this transition by offering a bridge into the next stage of their school life. The central question to this study is: In what ways can student voice improve educational transition programs? As identified in the literature, districts and schools have varying levels of transition programs. Some have robust programs that meet students' needs while others have no programs at all. A exploratory sequential mixed methods design was utilized for this study. A student survey with both open and closed ended questions was used and two teacher interviews were conducted. The qualitative and quantitative data was analyzed and coded to identify themes and compare to previous literature. Results showed that the majority of students had some level of worry regarding the transition to middle school. The worries most frequently identified related to logistical concerns such as: getting lost, understanding the schedule, knowing the classes and who teaches them. The study concluded that transition programs would benefit from included key information regarding logistical needs.
| Author | : Jennifer Symonds |
| Publisher | : Routledge |
| Total Pages | : 231 |
| Release | : 2015-05-15 |
| Genre | : Education |
| ISBN | : 1317500849 |
School transition is a life changing event for children - they are rarely faced with such a powerful set of personal and social changes. These underpin the immediate and longer term wellbeing of children, peer groups, teachers and schools. Understanding School Transition provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children’s wellbeing, motivation and achievement. Offering an accessible introduction to children’s psychology at transition, Understanding School Transition explores transition as a status passage, what we really mean by wellbeing, and the ways in which children adapt to new environments. Key chapters focus on: Understanding stress and anxiety Children’s hopes, fears and myths at transition Parents’ and teachers’ influence and role Children’s relationships with peers as they change schools Children’s personal and collective identities Motivation, engagement and achievement Supporting the most vulnerable children Crucially, it advises how you can help children through implementing transition interventions and evaluating their success in your own school. Illustrated by case studies of experiences in real schools, Understanding School Transition will be essential reading for all training and practising teachers, as well as transition and subject specialists, who want to better understand and influence what happens to children at this critical stage.
| Author | : Leonard Jason |
| Publisher | : Psychology Press |
| Total Pages | : 226 |
| Release | : 1993 |
| Genre | : Education |
| ISBN | : 9781560245766 |
For the first time in one volume, the top researchers and theorists in the field of school transitions describe their most recent theoretical and practical work. This broad overview of theory and interventions for children and adolescents undergoing school transitions is an invaluable guide for scientists and practitioners looking for ways to help children cope with both routine and unexpected changes. Prevention and School Transitions helps professionals design prevention programs that ease transitions for children and adolescents transferring from middle school to high school, moving to schools in new towns, switching to schools with better academic programs, or transferring to alternative schools. Students who go through transitions face an increased risk for academic difficulties and emotional and social problems caused by changes in curriculum and new standards of acceptance by peer groups and teachers. Prevention and School Transitions provides parents, school personnel, mental health professionals, and educational and psychological researchers with new ways of thinking about preventive interventions for children confronted with the challenges of succeeding in new school settings. Some of the innovative programs and theories presented include: a prevention program that restructured a high school and resulted in reduced dropout rates, improved school performance, and better attendance a dropout prevention program that extended homeroom teachers'involvement beyond academics, reorganized the school environment to minimize class changes, and established a communication system between parents and teachers a study of the effects of transition to an alternative school on grade point averages, attendance rates, and matriculation a mentoring program that assists post partum mothers in transition back to high school a study of the risk factors and resources used during transition to life after high school These insightful chapters help psychologists, school counselors, concerned parents, and mental health workers better understand the complicated sets of relationships between different components of school systems and appreciate how schools create and use new resources. Readers will also see how school and family environments shape students'adaptation and assess the changing demands for children's adaptive capacities over time.
| Author | : Philip Norton |
| Publisher | : |
| Total Pages | : 73 |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
Research indicates that many students suffer from achievement loss when they transition to high school. This loss can lead to decreased success within GPAs, test scores, attendance, or behavioral records. Upon experiencing this loss, students are more likely to suffer further academic and social consequences that limit their ability to be successful in the future. This study seeks to analyze the impact of transition programs on student achievement during the transition to high school. The Academic Seminar program at Sunnyside High School aims to prevent students from experiencing achievement loss. This study will analyze the impact of Academic Seminar on student performance during the transition to high school by collecting data from three years of enrollment. This study used a quantitative analysis of GPA shifts over time and a categorization based on demographics to determine any trends present in the data. Participants in this study were broken into two groups for each of the years, including the experiment group, those students enrolled in Academic Seminar, and the control group, students who were not enrolled in the transition program and did not receive any other support from another school program. Results indicate a connection between students enrolling in Academic Seminar and a decrease in achievement loss overall. To better interpret the role of Academic Seminar on these positive shifts in academic achievement, further research must be conducted in multiple school settings. The findings of this study may help direct future research toward a possible solution to the issue of achievement loss in high schools.
| Author | : J. Allen Queen |
| Publisher | : Routledge |
| Total Pages | : 175 |
| Release | : 2013-10-18 |
| Genre | : Education |
| ISBN | : 1317919602 |
This book shows administrators and teachers what they can do to make their students' ninth grade experience a successful one. Practical and research-based, this book showcases strategies to help you reduce your dropout rate, enhance student achievement, and provide a safe environment for your ninth grade students.
| Author | : Debra A. Mills |
| Publisher | : |
| Total Pages | : 124 |
| Release | : 2005 |
| Genre | : Academic achievement |
| ISBN | : |
This study examined the relationship among scheduled transitions, student achievement, and parental involvement across school districts with different numbers of scheduled transitions by eighth grade. This study was divided into two components; component one examined differences between scheduled transitions and student achievement while component two examined the relationship between scheduled transitions and parental involvement. The post-hoc study analyzed data from the Division of Elementary and Secondary Education's website. Data from the website were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and analyses of covariance. Theoretical concepts and research reviewed for this study suggest schools with wider grade-spans have higher academic outcomes and higher levels of parental involvement. The findings of this study suggest that having students transition between buildings in the same district may disrupt academic achievement and parental involvement. More research should be undertaken to determine if student transitions negatively impact academic achievement and parental involvement.
| Author | : Susan E. Elliott-Johns |
| Publisher | : University of Toronto Press |
| Total Pages | : 553 |
| Release | : 2013-01-01 |
| Genre | : Education |
| ISBN | : 1442614811 |
Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition. The book is divided into four sections, representing the four main transitions in formal schooling: Early Years (Home, Pre-school, and Kindergarten) to Early Elementary (Grades 13); Early Elementary to Late Elementary (Grades 48); Late Elementary to Secondary (Grades 912); and Secondary to Post-Secondary (College and University). A coda draws together over-arching themes from throughout the text to provide recommendations and a visual model that captures their interactions. Combining theoretical approaches with practical examples of school-based initiatives, this book will appeal to those involved in supporting either the student experience (both academically and emotionally) or teacher professional learning and growth.
| Author | : Garth Lipps |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2005 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Joshua Aronson |
| Publisher | : Elsevier |
| Total Pages | : 428 |
| Release | : 2002-04-15 |
| Genre | : Education |
| ISBN | : 9780120644551 |
In this book, authors discuss research and theory on the social psychological forces that shape academic achievement. A key focus is to show how psychological principles can be used to foster achievement and make schooling a more enjoyable process. Topics are highly relevant to both social and educational psychology, with discussions of core concepts such as intelligence, motivation, self-esteem and self-concept, expectations and attributions, prejudice, and interpersonal and intergroup relations.
