School Transition Research Articles

Planning School Transition Through Relational Influence in Chinese Families: Adolescents’ Perspectives

Building on the relational approaches, particularly social relational theory, this study investigates how Chinese adolescents plan their transition to post-compulsory education through relational influences between themselves and their parents. By examining the family and school lives of 25 Chinese adolescents from a small Chinese town, it has been found that they exercise their agency when negotiating their educational future with their parents. Their mixed agentic strategies are embedded in multiple parenting styles and they result in differing levels of agreement. Despite such variation, the adolescent–parent relationship is interpreted as the reliable interdependence across the participants. The findings provide new insights into parental influence on young Chinese people’s educational future and stress the value of the relational approach in studying the family–education nexus.

Highly sensitive adolescent benefits in positive school transitions: Evidence for vantage sensitivity in Japanese high-schoolers.

Some researchers indicate that the transition to high school deflects adolescent developmental trajectories. Others assert that it provides a new possibility for the promotion of adolescents' socioemotional well-being. One critical view missing in such claims is that individual variabilities interact with environmental influences. We employed the framework of Differential Susceptibility Theory, which postulates that individual susceptibilities moderate external influences for better and for worse. To clarify the mechanism of adolescents' differential adjustments, this article investigates the role of sensory-processing sensitivity using the Japanese version of Highly Sensitive Child Scale for Adolescence (J-HSCS) and tests whether the diathesis-stress model or the differential susceptibility model best describes students' socioemotional adjustment across their high school transition. The current article used the two-wave data collected from Japanese adolescents aged from 14 to 15 years (n = 412, 50% girls). In Study 1, we investigated the replicability of psychometric properties of J-HSCS. The results supported previous findings, indicating its validity for the bifactor model. In Study 2, we utilized confirmatory competitive model testing, which maximizes statistical power by parameterizing the crossover point to allow a direct comparison of alternative models. The results indicate that neither the diathesis-stress nor the differential susceptibility models fitted the data. Rather, a strong vantage sensitivity model was revealed, suggesting that highly susceptible adolescents disproportionately benefitted from a positive school transition over their counterparts. This finding signified the role of adolescents' sensitivity to environmental influences and the importance of considering its moderation under Person × Environment interactions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools

Middle grades education has been the object of efforts to remediate US education to address an array of social problems. Districts have sought out K-8 models to create smaller learning communities, require fewer school transitions, and allow sustained student connections. This paper offers a historical analysis of K-8 schools, drawing on statistical and spatial methods and a DisCrit intersectional lens to illustrate how creating K-8 schools produced enclaves of privilege in one urban school district. K-8 schools in our target district became whiter and wealthier than district averages. Students with disabilities attending K-8 schools tended to be placed in more inclusive classrooms, where they were more likely to be integrated alongside nondisabled peers than counterparts attending traditional middle schools. We consider how the configuration of K-8 schools, which could be considered an administrative decision to better serve students, has obscured interworkings of power and privilege.

Independent Community Mobility and Driving Experiences of Adults on the Autism Spectrum: A Scoping Review.

Autistic adults face decreased community participation for employment, education, and social activities plus barriers to driving and transportation. However, little is known about their experiences of moving around community environments. To explore contextual issues and experiences of independent community mobility and driving for autistic adults and to determine the modes of community mobility, regions studied, and methodologies used. Seven databases were searched from 2000 to 2019. All empirical research relating to autism, community mobility, and driving for people older than age 5 yr was mapped. Studies examining experiences of community mobility and driving were selected for scoping review. Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews methodology was used. Thirteen studies reporting specifically on autistic adults' experiences with public transportation, driving, and pedestrian navigation of community environments were included. These studies were analyzed using concepts from the Person-Environment-Occupation-Performance Model. Nine studies examined experiences of autistic adults. Seven studies explored proxy perspectives. Those studies examining driving primarily focused on learner driver experiences. Although most studies reported on personal and environmental factors, some studies reported on broader social communication and personal narrative factors. None used inclusive methodology involving autistic adults. A broader focus on the contextual experiences of community mobility and driving is needed to support participation of autistic adults in their communities. Linking community mobility experiences with participation outcomes and expanding research to include experienced drivers and nonurban populations is an important component of this work. Occupational therapy interventions should address community mobility and driving skills before school transition. Autistic adults' skill development may be affected by person factors such as motivation, anxiety, social skills, communication, and occupational performance desires. Environmental factors such as parental concerns, community safety, pedestrian environments, traffic volume, and public transportation design are important. Further research partnering with autistic adults could better inform future occupational therapy interventions for community mobility and driving.

Relations Among Anxious Solitude, Peer Exclusion, and Maternal Overcontrol from 3rd Through 7th Grade: Peer Effects on Youth, Youth Evocative Effects on Mothering, and the Indirect Effect of Peers on Mothering via Youth.

This study evaluated a transactional model of youth anxious solitude and peer and maternal relations from 3rd through 7th grade. Participants were 230 American youth (57% girls) selected for longitudinal study from a screening sample recruited from public schools (N = 688). Peers reported on anxious solitude and peer exclusion and youth reported on their mother's overcontrol annually. In an autoregressive cross-lagged panel analytic model peer exclusion predicted incremental increases in anxious solitude during elementary school and after the middle school transition. Additionally, anxious solitude evoked incremental increases in maternal overcontrol during elementary school. Finally, anxious solitude in 4th grade mediated the positive indirect relation between peer exclusion in 3rd grade and maternal overcontrol in 5th grade. These results suggests that peer relations can indirectly effect mothering via increased youth anxious solitude over time. Taken together, evidence supports a Transactional Model of anxious solitude development. Additionally, consistent with previous evidence, elevated youth anxious solitude at the end of elementary school in 5th grade predicted decreased peer exclusion after the middle school transition in 6th grade when youth experience a fresh start with peer relations. Nonetheless, youth (especially girls) demonstrated greater year-to-year stability in anxious solitude across the first two years of middle school than in the last three years of elementary school.

Students' Positive Expectations and Concerns Prior to the School Transition to Lower Secondary School

ABSTRACT This mixed-method study examines students' expectations and concerns before transitioning from primary to lower secondary school and the role of students' school-related wellbeing and self-esteem in their concerns. Students reported their beliefs about the forthcoming school transition and filled in a questionnaire assessing school burnout and self-esteem. The results showed that the students had positive expectations comprising comfort, friendships, learning, school environment, increased freedom and teacher -student relations. The students' concerns were mainly related to friendships. Furthermore, results indicated that students who reported concerns about peer relations were likely to experience more exhaustion from school than students who did not report concerns about peer relations. Among girls, concerns about peer relations were also related to a cynical attitude towards schoolwork. This study promotes to understand how students can be prepared and what topics should be specifically discussed with them to support their successful transition from primary to lower secondary school.

Mathematics, executive functioning, and visual–spatial skills in Chinese kindergarten children: Examining the bidirectionality

This study examined the bidirectional relationships among Chinese children’s mathematics, executive functioning, and visual–spatial skills during their transition from kindergarten to primary school. Participants were 172 Cantonese-speaking Hong Kong children (mean age at Time 1 = 62.75 months; 88 male) and their parents. At Time 1 (kindergarten K3), children were administered the measures of mathematics (calculation and applied problems), executive functioning (working memory and inhibitory control), and visual–spatial skills. They were reassessed on these measures at Time 2 (primary 1) 1 year later. Results from the cross-lagged panel model showed that, controlling for child age, gender, and family socioeconomic status, children’s visual–spatial skills at Time 1 were significantly predictive of their mathematics at Time 2 and children’s executive functioning and visual–spatial skills reciprocally predicted each other across times. However, children’s mathematics at Time 1 were not predictive of their executive functioning or visual–spatial skills at Time 2. The findings highlight the desirability of improving children’s executive functioning and visual–spatial skills to promote their mathematical performance during the formal school transition.

A common grade table inspiring meaningful feedback

AbstractThe use of the 1–4 grading scale is gaining popularity as schools transition to competency‐based education. However, independent interpretations and percentage conversions have led to general confusion and sometimes outright rejection of competency‐based assessment. The first step to establish clear communication is to anchor the existing four‐point GPA scale in cognitive performance, which provides a strong framework for improved student engagement. Applied research into the learning brain is shifting classroom expectations to actively engage learners with stimulating cognitive challenges, such as synthesis and creative transfer. When the cognitive performance curve is consistently applied in the development of assessment rubrics, educators will provide stronger analytical feedback through meaningful common grades.

The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition

Abstract. The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 – 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child’s psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 – 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 – 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 – 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention.

Introduction

Introduction

Mothers’ Experiences and Needs in Their Child’s Elementary School Transition

Mothers’ Experiences and Needs in Their Child’s Elementary School Transition

An Intervention Programme to Facilitate the Preschool Transition in MexicoMiguel Ángel Urbina-García

Over the last two decades there has been a growing interest in promoting a smooth transition to first grade of primary school given the potential long-term effects a smooth transition can have in preschool children at academic and personal level. Research shows that psycho-educational interventions help improve children’s academic and personal skills, lessening the effects of this challenging change. This study, sought to explore the efficacy of an intervention programme to facilitate this transition in Mexico City, by using a quasi-experimental cross sectional design. Statistical significant differences were found in children’ skills in pre and post-tests in the experimental group but no in the control group as well as in teachers’ use of transition practices. Implications for policy and practice are discussed.   Key Words Preschool Transition, Intervention Programme, Primary School Transition, Mexican Children, Teachers’ Transition Practices  

Inter-Agency Collaboration in the Transition from School to Adulthood of Students with Disabilities: ANarrative Review of the Literature

ABSTRACT Students with disabilities face many difficulties in their transition to adulthood and are therefore supported by various individuals or organisations. Hence, a collaboration between family, school, health, and social services as well as other services is needed throughout this process. This narrative review aims to highlight important components of an exemplary transition coordination practice. The framework selected for this study is Kohler et al.’s Taxonomy for transition programming 2.0 (KTTP), the most prevalent and well-described proposal we could find to elaborate and evaluate transition for students with disability from school to adult life. It includes a practice category named inter-agency collaboration. We analysed the published studies included in this review and categorised relevant information within the items of the inter-agency collaboration category of the taxonomy. Overall, results show that collaboration through the transition process is deemed necessary but currently not fully implemented. To this end, collaboration training and the presence of a school transition team seem to be important contributing factors to improve inter-agency collaboration. Results are discussed in light of future research aiming to implement best practices with regards to school to adulthood transition of students with disabilities.

Changes in Sleep Duration and Timing During the Middle-to-High School Transition

PurposeThe purpose of the study was to quantify changes in sleep during the middle-to-high school transition and determine if changes in sleep differ by sociodemographic characteristics. MethodsAdolescents were enrolled in eighth grade and followed into ninth grade (N = 110; 2,470 nights observed). The outcomes were actigraphy-estimated sleep duration, sleep onset, sleep offset, and sleep sufficiency (≥8 hours of sleep). The exposures were school grade (eighth or ninth), school night status (school or nonschool), sex (female or male), and race (white, black, or other). ResultsOn school nights, sleep duration declined by 25.8 minutes per night (p < .001) from eighth to ninth grade. There was no change in sleep duration on nonschool nights. Timing of sleep onset was 22.2 minutes later on school nights (p < .001) and 17.4 minutes later on nonschool nights (p < .001) in ninth grade. Timing of sleep offset did not change on school mornings but was 22.2 minutes later on nonschool mornings (p < .001) in ninth grade. The proportion of school nights (and nonschool nights) with sleep duration ≥8 hours was 9.4% (38.3%) in eighth grade and 5.7% (35.9%) in ninth grade. The odds of sleeping ≥8 hours per night was 42% lower in ninth grade, compared toeighth grade (odds ratio = .58; 95% confidence interval: .37, .91). Males were 59% less likely to sleep ≥8 hours per night. Black adolescents were 51% less likely to sleep ≥8 hours per night. ConclusionsInsufficient sleep is highly prevalent, especially on school nights and among male and black adolescents, and this problem worsens with the transition to high school.

O efeito do clima escolar e localização da escola sobre o bullying na transição para o 2º ciclo

In the last few decades, bullying has been considered a widespread problem for schools around the world. However, there are few longitudinal studies analyzing the evolution of bullying victimization and perpetration behaviors during middle school transition.In the present study we have employed a longitudinal approach, with assessment throughout two consecutive school years to analyze if middle school transition to analyze the influence that school location and two dimensions of school climate (student-student relationships and teacher-student relationships) have upon bullying victimization and perpetration behaviors during middle school location The study also analyzed if there are gender differences in the these relationships.Results indicate that, during middle school transition, victimization behaviors remained constant, whereas bullying perpetration behavior decreased significantly. However, for boys victimization behaviors increased, whereas there were no diferences between genders in the evolution of bullying perpetration behaviors. Also, students that reported more positive perceptions of teacher-student relationships displayed a larger decrease in bullying victimization and perpetration behaviors. Additionally,students who transited to rural middleschoolsreported a more negative trajectory in bullying victimization and perpetration behaviors than students that went to urban middle schools.Thus, it is possible to conclude that middle schools’ characteristics influence the evolution of bullying victimization and perpetration behaviors during middle school transition, which highlights the need for schools to invest in the promotion of a positive school climate.

Teenage Mothers’ Socio-Economic Status and Involvement in Their Children’s Early Literacy Skills Acquisition in Kilifi, County Kenya

Early literacy competency is a key factor in a child’s reading progress, school transition and academic achievement. Children who acquire pre-literacy skills adequately and early in life have been seen to have a smooth transition, have a thorough understanding of concepts in other learning areas and become high academic achievers. Since acquisition of pre-literacy skills is a fundamental issue in the education cycle of an individual, it should not be left to teachers alone. It is of essence to establish how parents can be involved in their children’s acquisition of pre-literacy skills since they are the first teachers that a child encounters. Parents can be involved in promoting their children’s acquisition of pre-literacy skills by providing resources that promote acquisition of pre-literacy skills, assisting children to do homework, involving children in shared book reading and creating a stimulating Home Learning Environment (HLE). A family’s Socio-Economic Status has been identified as one of the major factors that influence the rate of parental involvement in education. Parents from privileged SES backgrounds are more involved in their children’s education than their counterparts from low SES backgrounds. Most teenage mothers drop out of school before completing the whole education cycle and therefore they lack marketable skills that would help them get decent jobs. This means that they end up in low paying and unsatisfying jobs. It was therefore important to find out how the SES of teenage mothers influence their involvement in children’s acquisition of pre-literacy skills. This article highlights findings from a study that sought to establish the influence of teenage mothers’ SES on their involvement in children’s acquisition of pre-literacy skills. The study was based on Bronfenbrenner’s Ecological Systems Theory and employed descriptive survey design. It was carried out in Kilifi County, Kenya and involved a sample of 115 teenage mothers. A questionnaire was used to collect data from respondents. Descriptive statistics were used to analyze data. Findings indicated that the SES of teenage mothers influence their involvement in children’s acquisition of pre-literacy skills. The authors recommended that the back to school policy should be fully implemented, county governments increase resources allocated to pre-primary schools and donor agents should help teenage mothers acquire vocational skills. Keywords: Demographic factors, early literacy, education level, pre-literacy skills, pre-primary children, socio-economic status, teenage mothers DOI: 10.7176/JEP/11-18-15 Publication date: June 30th 2020

The Analysis of the Longitudinal Causal Relationship among Academic Achievement, School Adaptation, and Life Satisfaction of Adolescents in High School Transition

The Analysis of the Longitudinal Causal Relationship among Academic Achievement, School Adaptation, and Life Satisfaction of Adolescents in High School Transition

Getting a foot in the door: A critical anti-race analysis of underemployed second generation Caribbean Black Male Youth

This study utilizes a Critical Anti-Race Qualitative Phenomenological Methodology to challenge the dominant deficit perspective which reinforces the notion that the cultural deprivation of Blacks causes their marginalization. From this viewpoint, Blacks should take individual responsibility for changing their life conditions. However, this article offers narratives of Black men that reveal how structural factors grounded in the notion of racial battle fatigue limit their autonomy, education, and access to employment opportunities. The study focuses on underemployed, second-generation Caribbean Black Male Youth between 18 years and 30 years of age who have made the post-high school transition into the labor market but remain underemployed. This study seeks to understand the central theme emerging in the counternarratives: Caribbean Black Male Youth perceive and experience a lack of employment opportunities. This article’s aim is to show how Caribbean Black Male Youth struggle to address their limited employment opportunities by exploring the impact of the intersecting politics of race, gender, and class on the City of Toronto labor force.

The patterns of school adaptation during the middle school transition period and subjective well-being

The patterns of school adaptation during the middle school transition period and subjective well-being

A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students' Self-concept and Self-esteem Throughout the Middle School Transition.

Understanding which environmental factors influence the trajectory of self-concept and self-esteem during middle school transition may help schools better support students during this period. This short longitudinal study examined the influence of students' perceptions of school climate upon the trajectory of students' self-concept and self-esteem during middle school transition. Students in 25 classes from four schools (N = 404; Mage = 9.40, SD = 0.67) completed self-report measures of self-concept and self-esteem at four time points: twice before (fourth grade) and twice after middle school transition (fifth grade). The results showed that students with more positive perceptions of school climate in the beginning of fifth grade displayed more positive trajectories in self-concept and self-esteem. Students from larger fourth grade classes had more positive trajectories of social self-concept compared to those from smaller classes. The findings highlight the importance of school climate in the development of self-concept and self-esteem during middle school transition.