There is a need to understand the transition of students from primary to secondary schooling outside the confines of practitioners' and academics' viewpoints. This thesis explores that transition from the perspectives of the students themselves. It argues that they experience the transition into secondary schooling as challenging. This issue is significant because transition into high school coincides with adolescent developmental changes - social, physical, emotional, cognitive and psychological - as well as the move from the relative stability of one teacher a year to different teachers for each subject, and the shift in status from being the most senior to the most junior students in their school. These students also face challenges such as friendship and identity issues as well as problems locating places in the new environment, for example, subject classrooms, play areas, teachers' rooms. This study's theoretical framework is constructed from a phenomenological psychological stance. A phenomenological methodology guides this study, allowing students' experiences to speak for themselves. Other methodologies were not appropriate as the researcher wanted to hear the students' voices while they were experiencing transition. Few studies in the past have attempted to study transition into high school as it is lived and experienced by students themselves. This empirical study addresses that gap in the literature. Its findings could provide the necessary information needed to further assist educationalists in developing appropriate programs and activities to support this group. Sixteen adolescents participated in the study. Of two common methods of collecting data in phenomenological studies - interviews and journal writing - journal writing was chosen. This data collection technique enabled the researcher to learn about transition from students' perspectives. The data were collected in the first ten weeks of high school from Year 7 students (first year of high school in New South Wales). Drawing on the work of Giorgi (1985a, 1985b), who translated aspects of phenomenological philosophy into a concrete method of research (Ehrich, 1997), a phenomenological psychological approach was used to analyse the data in a step-by-step process. There were four steps to the analysis of the data. The first step involved reading through the entire description of the participants' experience to get a sense of the meaning of the experience as a whole. In the second step, the description was read to identify meaning units, i.e. words/phrases that clearly express meanings of the experience of transition. In the third step, the analysis involved transformation of the meaning units from participants' concrete descriptions into more general categories. The fourth step involved two aspects: a situated structural description of the experience was written, and finally the researcher produced a general structural description that represented the whole experience of the phenomenon. Because of the small sample selected, the study does not claim generalisability across other populations of adolescents. However, what the study does is to highlight seven essential themes of transition. First peers can play a significant role in enabling a smooth transition to high school. Second, schools support transition through a number of programs and activities to help students adapt to the new environment. Third, students need to learn new procedures, location of rooms and other new routines in this environment. Fourth, learning occurs through the academic, practical and extracurricular activities and some learning is more challenging than other types of learning. Fifth, high school transition is enhanced when students are confident and feel a sense of achievement and success in their new environment. Sixth, homework and assignments are a part of the high school curriculum. Finally, teachers' attitudes/abilities can affect student integration into high school and make learning fun or boring.

The transition to high school is a critical juncture of a student's educational career. The type of ninth grade transition program a high school has in place can be a deciding factor regarding whether students 'make it or break it' during their first year and, ultimately, have success throughout all of high school. Currently, resources are available about different aspects of the ninth grade transition, but nothing provides principals with a research-based and practitioner-endorsed comprehensive approach to designing and implementing a ninth grade transition program. A comprehensive approach starts with proper goals and objectives, includes essential specific components and ingredients needed in a ninth grade transition program, and requires data or measures to judge the effectiveness of the program. Therefore, a Delphi study was undertaken to answer the following research question: What should be the goals/objectives of a comprehensive ninth grade transition program (i.e., academic success alone or are there other things that also are important)? The secondary questions focused on the components or ingredients that are essential and how to evaluate the success of a ninth grade transition program. This Delphi study included three rounds during which data were gathered from a 20-member panel of experts that included both national leaders and education practitioners. The panel produced 21 consensus items on goals/objectives of a ninth grade transition program, 10 consensus items on essential components of a ninth grade transition program, and 15 consensus items on the data/measures to evaluate the success of a ninth grade transition program. Results indicated that transition programs need to address both academic and social/emotional needs of students. The data provided evidence that principals need to take great care in teacher quality, instructional practices, and a systematic approach to monitoring the performance of ninth grade students as well as ensuring students make a positive connection with an adult in the school. / Ed. D.

One of the fundamental concerns of developmental psychology is the nature of continuity and change across development. The present study investigated the continuity of social competence across developmental periods, paying special attention to the transition from middle childhood to adolescence. Using a birth cohort of youths (277 males, 315 females), I examined the stability of social competence across developmental periods, assessed the relation between quality of early parenting and later competence, and tested how timing of pubertal maturation and school transition impact the stability of social competence, using both variable-centered and person-centered analyses. It was expected that social competence would be highly stable across development, but less stable across the transition to adolescence, and that higher quality parenting would predict greater competence among males and females. Furthermore, I expected that pubertal maturation and school transition would deflect trajectories of social competence over time, accentuating individual differences (e.g., socially competent youths would become more competent, whereas incompetent youths would become less competent). As expected, the nature of social competence was fairly stable from early childhood to adolescence, although there is evidence that social competence is less stable as youth transition from early childhood to middle childhood and from middle childhood to adolescence. Moreover, individuals with warm parenting evinced greater social competence across time. Consistent with my hypothesis, off-time pubertal maturation and school transition accentuated individual differences in social competence, increasing social competence among more competent youths, and further diminishing social competence among less competent youths. Finally, I find evidence that experiencing both off-time pubertal maturation and a school transition simultaneously incurred more risk for females, particularly among less competent females, than experiencing only off-time maturation or a school transition. / Psychology

In the U.S. students in public schools with disabilities are protected via special education services under the Individuals with Disabilities Education Act (Individuals with Disabilities Education Act, 2004). As part of these regulations, schools are required to provide students aged 16 years and older with transition services to prepare them for life as adults. Research shows that there are links between participation, social engagement, work and well-being (Cacioppo, et al., 2014; Gilson, et al., 2022; Holt-Lunstad, 2018; Macdonald, et al., 2018) as well as a link between social isolation and increased mortality and morbidity (Snyder-Mackler, et al., 2020; Yang, et al., 2016), and yet parents of individuals with moderate to severe/profound, complex, or low-incidence disabilities do not always have transition experiences they feel set their child up for success in real-life situations (Lee & Kim, 2021; Snell-Rood, et al., 2020). This research study used a mixed methods structure to obtain research regarding parent perspectives on specific areas schools need to address to create strong and meaningful transition plans for their students who have more involved disabilities and may require more support. A literature review, a web-based parent survey, 6 one-to-one interviews, and a focus group of 4 interview participants were conducted to drive development of an online, self-paced instructional course comprised of five modules designed to be implemented with school administrators and IEP team members (including, but not limited to teachers, related service providers, psychologists, support staff, parents and students) highlighting immediately implementable strategies to strengthen the IEP transition process in which they participate. Results compiled from all sources support five main areas or themes for creating meaningful transition: collaboration/team/relationships, community based/real-life instruction, presumed competence/mindset, knowledge, and skills (of the parent and school team members), and individualizing the IEP. Additional research supports the use of specific team members (e.g. vocational rehab transition specialist (Plotner & Dyamond, 2017)) and a case is made for ensuring transition teams for students with moderate to severe/profound, complex or low-incidence disabilities include occupational therapists who are trained in the value of using meaningful participation to improve quality of life for their clients (AOTA, 2020). / Temple University. College of Public Health / Health and Rehabilitation Sciences

Psychosocial interventions to cultivate functional motivational beliefs in students are becoming increasingly popular. However, in education it is easy to prematurely place hope in promising, emerging techniques and ideas before they are fully explored through research. This study seeks to add to the body of knowledge examining psychosocial interventions by investigating one of the constructs popularly targeted in these interventions: self-theories of intelligence (STIs). Within this study, STIs are explored within a previously tested model of motivational variables (goal orientations, effort beliefs, interest, causal attributions, and failure response). The addition of metacognition to this model of achievement motivation is also investigated. Because research has suggested that STIs may be domain-specific, this study focused on STIs in the domain of science. Within this study, I used a self-report instrument comprised of seven subscales (each representing one motivational variable) to collect information on the achievement motivation of rural middle school students in the domain of science. Students from three schools in two counties in rural southwest Virginia participated in the study (n = 367). Independent and paired-samples t-tests, confirmatory factor analysis, mediational analyses, and structural equation modeling were used to answer the following four research questions. 1. To what extent are rural middle school students' self-theories of intelligence fixed or malleable in the domain of science? 2. To what extent do rural middle schools students have metacognitive knowledge and skills in the domain of science? 3. Does metacognition mediate the relationship between a malleable belief of intelligence and positive effort beliefs? 4. To what extent does the Blackwell, Trzesniewski, and Dweck (2007) model fit data obtained from rural middle school students in the domain of science? The results showed that the participants expressed a significant malleable view of intelligence, and demonstrated moderate amounts of metacognitive knowledge and skills. Metacognition was shown to be a significant mediator of STIs and effort beliefs. Standardized path coefficients for the achievement motivation model were significant; however, model fit indices revealed that this model may not be an adequate fit for these students' beliefs in the domain of science. / Ph. D.

The transition from primary to secondary school is considered to be a challenging process for all pupils, but particularly difficult for those with social and emotional difficulties. Nurture groups aim to develop social and emotional skills and are seen to correspond closely with the recommendations made in transition literature. It is therefore proposed that nurture provision could be an effective means of supporting socially and emotionally vulnerable pupils in the transition. Previous literature adds support to this view, but no study as yet has focused specifically upon this topic. A small-scale case study design was used to explore the ways in which one secondary school applied nurture principles to support vulnerable pupils through the transition process. The research followed an embedded, single case design incorporating contextual and interview data regarding the school's nurture provision. Contextual information was gathered through the research diary and analysed in relation to the identified propositions. In addition, four illustrative case examples surveyed the views of the nurture facilitator and three pupils who received different levels of nurture support: these interviews were analysed using thematic analysis. An integrated case description combines the findings from all data sources and offers a coherent account of the provision.The findings support the proposition that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school. In line with nurture literature, the findings suggest that secondary schools need to adapt the primary nurture model to ensure provision meets the needs of their setting and cohort. While this promotes flexibility, secondary schools still need to adhere to a number of core principles to ensure they are delivering a true nurturing approach. A tentative model is presented, which proposes that secondary school nurture provision should aim to support social and emotional development through a range of provision that is firmly grounded in psychological theory. Provision should adhere closely to the six nurture principles, with effective identification of needs informing a personalised approach that is tailored to each individual pupil. The importance of relationships for learning and development is emphasised. The thesis concludes by suggesting that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school, providing a number of core elements are in place.

The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

This is a longitudinal study that aimed to explore the planning and preparation, and experiences of post-school transition of young people with learning disabilities in both, mainstream and special schools within one local authority in Scotland. Data were drawn from semi-structured interviews with the young people, parents and professionals, and also from questionnaire with parents, at three different stages, covering a period from the final year at school, up to the first year at college. In addition, observation was undertaken of two review meetings in one special school. The results found that despite all young people’s post-school destination being college, they went through a variety of experiences, suggesting that a different approach needs to be taken to planning and preparation to ensure a smooth and seamless transition. The study revealed that despite many improvements, there was still a lack of information about the post-school provisions for the young people among the school staff and other professionals. The study proposes that the role of parents is as important as the role of the school staff. The study also makes some recommendations for future research, policy and practice.

O ingresso no Ensino Fundamental - EF tem sido visto como um momento de transição devido às novas demandas que apresenta para a criança. Neste contexto, parece haver um aumento da vulnerabilidade das crianças ao estresse, principalmente daquelas com maior dificuldade de adaptação a estas demandas. Esse estudo teve como objetivo amplo investigar o estresse da transição no contexto do EF de nove anos, partindo de uma visão desenvolvimentista aliada a uma perspectiva de exposição a estressores cotidianos. Especificamente, o estudo investigou a relação entre competências e sintomas de estresse no 1º ano do EF, o curso desenvolvimental dos sintomas e das percepções de estresse nos dois anos inicias do EF, suas associações com as tarefas adaptativas da transição e a influência da escola nos indicadores de estresse. Finalmente, exploraram-se modelos explicativos para indicadores de estresse apresentados no 2º ano. Seguindo metodologia prospectiva, avaliaram-se indicadores de ajustamento e competências relacionadas ao desempenho acadêmico, social e comportamental das crianças no 1º ano, estresse nos dois primeiros anos e características da escola (localização e IDEB). Participaram da pesquisa 157 alunos do 1º ano do EF, sendo 85 meninos e 72 meninas, com idade média de 6 anos e 10 meses no início da pesquisa. Todos tinham experiência de dois anos na Educação Infantil e estavam matriculados em escolas municipais de diferentes regiões de uma cidade do interior de São Paulo. Também participaram do estudo, como informantes, seus respectivos professores do 1º ano, num total de 25. As crianças responderam à Escala de Stress Infantil, ao Inventário de Estressores Escolares e a uma avaliação objetiva de desempenho acadêmico (Provinha Brasil). Os professores avaliaram as habilidades sociais, os problemas de comportamento externalizantes e internalizantes e a competência acadêmica dos seus alunos por meio do Social Skills Rating System Professores. A análise dos dados compreendeu estatísticas descritivas, comparações, correlações e regressões. Nos resultados, 57% dos alunos no 1º ano e 72% no 2º ano relataram sintomas de estresse pelo menos na fase de alerta. Crianças com estresse no 1º ano apresentaram menores índices de ajustamento e competência e perceberam suas escolas como mais estressantes em relação ao seu papel de estudante e nas relações interpessoais. Correlações moderadas entre medidas de indicadores de estresse tomadas no 1º e no 2º ano sugerem estabilidade. A presença de sintomas de estresse aumentou do 1º para o 2º ano, enquanto a percepção de estressores escolares não variou. Crianças com maiores médias de estresse são provenientes de escolas situadas em regiões periféricas e com classificação mais baixa no IDEB. As análises de predição evidenciaram a habilidade social de responsabilidade e cooperação avaliada no 1º ano como importante fator de proteção contra sintomas de estresse no 2º ano, ao passo que a percepção da criança de tensões nas relações interpessoais no 1º ano foi o principal fator de risco para futura sintomatologia de estresse. Nesse sentido, intervenções com ênfase na promoção de habilidades sociais das crianças podem ser profícuas na prevenção do estresse. / The entrance to the elementary school - ES has been considered as a transition time due to the new demands it presents for the child. In this context, some children may become more vulnerable to stress, especially those with greater difficulty in adapting to these demands. This study investigates the stress of transition to ES (nine years long), from a developmental perspective combined with the theoretical approach of exposure to daily hassles. Specifically, the study investigated (a) the relationship between competences and symptoms of stress in the 1st year of the ES; (b) the developmental course of symptoms and stress perceptions in the two initial years of the ES; (c) their associations with adaptive transition tasks; (d) the school influence on stress indicators. Explanatory models for stress indicators presented in 2nd year were also explored up. Following a prospective design, competence and adjustment indicators related to academic performance, social skills, behavior, and stress were evaluated in the 1st year, as well as school characteristics (location and IDEB). Stress measures were repeated in the 2nd year. The participants were 157 ES students, 85 boys and 72 girls, with an average age of 6 years and 10 months at baseline in 1st year. They had two years experience in kindergarten and were enrolled in public schools in different regions of a city of São Paulo State. Their teachers of the 1st year, a total of 25, also participated in the study, as informants. The children answered the Child Stress Scale, the Inventory of School Stressors and an objective evaluation of academic performance (Provinha Brazil). Teachers rated social skills, externalizing and internalizing behavior problems and academic competence of their students through the Social Skills Rating System - Teachers. Data analysis comprised descriptive statistics, comparisons, correlations and regressions. In the results, 57% of students in the 1st year and 72% in the 2nd reported stress symptoms at least in the alert phase. Children with stress symptoms at 1st year had lower levels of adjustment and competence. They also perceived their schools as more stressful concerning both academic demands and interpersonal relationships. Moderate correlations between stress indicators measures in the 1st and 2nd year suggest stability. The presence of stress symptoms increased from the 1st to the 2nd year, while the perception of school stressors did not change. Children with higher average stress come from schools in remote urban areas and lower IDEB index. The prediction analysis showed the social skill of responsibility and cooperation assessed at 1st year as an important protection factor against stress symptoms in the 2nd year, while the child\'s perception of tensions in interpersonal relationships in the 1st year was the main risk factor for future symptoms of stress. In this sense, interventions emphasizing the promotion of social skills of children can be fruitful in preventing stress.

The purpose of this study was to compare scores students received on the eighth grade EXPLORE test in math and English to scores received in English 9 and Algebra I on both the End-of-Course (EOC) test and the final average in those courses. These scores were taken from a rural East Tennessee High School and the middle schools that feed into the high school. Data were collected over a 2-year period (2012 – 2014). Students who had a score in eighth grade and a corresponding score in ninth grade were included. All others were omitted. A series of Pearson correlations were conducted between EXPLORE scores in Math and English with final averages in English 9 and Algebra I and EOC scores in English 9 and Algebra I. An independent samples t test was conducted to determine whether the mean scores on the EXPLORE English and math test, mean scores for English 9 and Algebra I final averages and mean scores for EOC exams in English 9 and Algebra 1 differ between female and male students. Based on the findings of this study, the score received on the eighth grade EXPLORE in English has a strong positive correlation to the score received on the English 9 EOC and the final average in English 9. The same was true for the score on the EXPLORE in math, it also had a strong positive correlation to the score received on the Algebra I EOC and the final average in Algebra I. Additionally gender has an impact upon English 9 final averages, English 9 EOC scores, Algebra I final averages and EXPLORE scores in English, with female students scoring higher than male students in those categories. Conversely gender did not have an effect on Algebra I EOC scores or EXPLORE scores in math.