Relevant bibliographies by topics / Primary-secondary transition

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Primary-secondary transition'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 May 2022

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Journal articles on the topic "Primary-secondary transition"

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Jindal-Snape, Divya, Elinor Vettraino, Amanda Lowson, and Wilson McDuff. "Using creative drama to facilitate primary–secondary transition." Education 3-13 39, no. 4 (September 2011): 383–94. http://dx.doi.org/10.1080/03004271003727531.

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Duncan, Miriam. "Supporting the transition from primary to secondary education." British Journal of School Nursing 7, no. 4 (May 2012): 183–87. http://dx.doi.org/10.12968/bjsn.2012.7.4.183.

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Zeedyk, M. Suzanne, Joanne Gallacher, Margie Henderson, Gillian Hope, Bruce Husband, and Kenny Lindsay. "Negotiating the Transition from Primary to Secondary School." School Psychology International 24, no. 1 (February 2003): 67–79. http://dx.doi.org/10.1177/0143034303024001010.

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Li, Zheng, Alisdair R. Fernie, and Staffan Persson. "Transition of primary to secondary cell wall synthesis." Science Bulletin 61, no. 11 (June 2016): 838–46. http://dx.doi.org/10.1007/s11434-016-1061-7.

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Topping, Keith. "Primary–secondary transition: Differences between teachers’ and children’s perceptions." Improving Schools 14, no. 3 (November 2011): 268–85. http://dx.doi.org/10.1177/1365480211419587.

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Transition from primary to secondary school is an important but neglected topic. For this review, 88 studies were selected from 325 possible studies, as including substantive data related to transition. The teacher’s perspective and the child’s perspective were very different, the former principally concerned with attainment and the latter principally concerned with socio-emotional issues. Children were concerned with peer relations and bullying, self-esteem and external support networks. Teachers were concerned with the attainment dip on entry to secondary school, curriculum problems, school strategies to ameliorate these, special groups and children with disability. The secondary school was a problem for all children at first, but after a term many children adjusted, though 40 percent still struggled after a year. The difficulty was greater for children from homes in poverty or ethnic minorities, particularly where parental encouragement was lacking. The quality of the evidence was critiqued and evidence-based implications for practice and policy and future research were outlined.
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Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.

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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.
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Hopwood, Belinda, Ian Hay, and Janet Dyment. "The transition from primary to secondary school: Teachers’ perspectives." Australian Educational Researcher 43, no. 3 (March 17, 2016): 289–307. http://dx.doi.org/10.1007/s13384-016-0200-0.

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Ferguson, Peter. "Primary/secondary transition and related teacher attitudes to science." Research in Science Education 21, no. 1 (December 1991): 90–95. http://dx.doi.org/10.1007/bf02360461.

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Kenyon, Janet. "Making a smooth transition between secondary and primary care." PharmacoEconomics & Outcomes News 89, no. 1 (November 1996): 3–4. http://dx.doi.org/10.1007/bf03270403.

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Seginer, Rachel, Gisela Trommsdorff, and Cecilia Essau. "Adolescent Control Beliefs: Cross-cultural Variations of Primary and Secondary Orientations." International Journal of Behavioral Development 16, no. 2 (June 1993): 243–60. http://dx.doi.org/10.1177/016502549301600208.

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This article reports of two studies addressing the meaning of primary and secondary control beliefs for transition to modernity and modern adolescents. Study 1 participants (N = 365) were Malaysian (transition to modernity), and German and North American (modern) adolescents. Study 2 participants ( N = 757) were Israeli Druze (transition to modernity) and Israeli Jewish (modern) adolescents. The control beliefs scales employed in the two studies drew from the primary-secondary control beliefs conceptualisation (Rothbaum, Weisz, & Snyder, 1982), shared a similar Likert-type item structure, but differed in operationalisation. Analyses tested two hypotheses: (1) the value mediation hypothesis postulated that transition to modernity adolescents will score higher on secondary control beliefs and modern adolescents will score higher on primary control beliefs; (2) the double transition hypothesis postulated that transition to modernity adolescents will score higher on both primary and secondary control beliefs. Results supported these hypotheses only partly. However, they did show clearly that transition to modernity adolescents endorsed secondary control beliefs more strongly than did modem adolescents. The discussion focuses on possible explanations of inconsistent results. It also suggests that future research should address two issues brought to light: the adaptive value of primary and secondary control beliefs; and the explanatory value of different control types. Both should be studied in historical, developmental, and cultural contexts.
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Dissertations / Theses on the topic "Primary-secondary transition"

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Roberts, Joanne P. "The transition from primary school to secondary school." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.

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A feature ofthe education system in the United Kingdom is the transfer of children, at approximately age of 11, from a smaller primary school to a larger secondary school. Evidence suggests this transition is an important time in a child's life and whilst many children make a smooth transition, some find this change very difficult. This thesis reviews the literature regarding parental influence on the transition from primary school to secondary school. Research has identified tha,t parental involvement in a child's education can have a considerable effect on a child's academic and psychological adjustment. However, during transition, when children typically have to manage a number of competing demands, parental involvement generally declines substantially. To contextualise and facilitate an understanding ofthe factors which effect parental involvement during transition, th~ review aisp considered the influence oftransition on adolescent adjustment and parental influence on adolescent adjustment. The experimental paper explored the long term effects oftransition on adolescent adjustment by investigating how pre transition levels of cognitive ability, levels of psychopathology and emotional intelligence have an effect on transition. Pre transition (year 6) pupils comple.ted measures ofcognitive ability, emotional intelligence and psychopathology. Post transition (year 7 and year 8) pupils completed measures ofemotional intelligence, psychopathology and answered questions abouttransition. The results demonstrated low self concept and/or high anxiety scores were significant predictors ofa negative report oftransition. Furthermore, a higher score on one measure ofemotional intelligence proved a significant predictor ofa positivereport oftransition.
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Hodgkin, Kieran. "Schooling, Physical Education and the primary-secondary transition." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.

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Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.
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Matthews, Rhiannon Elizabeth. "Parent and child constructions of the primary-secondary school transition." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/78280/.

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The transition from primary to secondary school has been identified as a critical moment in a child’s educational career, which can have implications for their emotional well-being and educational and social outcomes. The majority of literature relating to transition has focused on three main areas; the effects of transition on academic attainment and well-being, pupil’s experience of transition, and predictors of difficult transition. This paper seeks to contribute to the understanding of pupils’ transition experiences by exploring an area which is, to date, under-researched. The study explores child and parent constructions relating to transition within a population of primary school pupils who have been identified as ‘vulnerable’. A mixed method approach was utilised to explore parent and child constructions of the primary to secondary transition and whether transition anxiety differs in parent-child dyads that consist of an anxious parent or a non-anxious parent. A sample comprising of 37 parent-child dyads from a single Local Authority participated in the first stage of research. The parents of these children were divided into two groups following the completion of the STAI; anxious parents and non- anxious parents. Each member of the dyad completed a quantitative measure of transition related concerns which were then statistically analysed in relation to the research questions. In addition to the quantitative measures, 11 parent-child dyads participated in individual semi-structured interviews to further explore their construction related to transition. These interviews were transcribed and analysed using thematic analysis. Five themes were found: growth, information gathering, adaptation, struggling with discontinuity and feelings of hope. The implications of findings are discussed in relation to the role of Educational Psychologists and Educational Professionals. Further directions for research are considered, alongside the limitations of the present study.
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Mollart, Katherine. "The wellbeing of adolescents during the primary-secondary school transition." Thesis, University of Oxford, 2013. https://ora.ox.ac.uk/objects/uuid:358d9b62-2b0d-4055-bd4a-6ec73e3f896c.

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The transition to secondary school can represent a significant life event for many adolescents and can adversely affect their psychological adjustment and wellbeing. Little is known about how adjustment to this transition can be facilitated for young people. The review paper critically evaluated the evidence-base for school transition programmes that target pupil's mental wellbeing. A keyword search of abstract databases was conducted and 20 studies were evaluated. The majority of studies could not conclude that their intervention improved mental wellbeing to a statistically significant level, and numerous methodological limitations weaken the existing evidence-base. However, the most promising areas of research pertain to intervening with the parents and teachers of adolescents experiencing school transition. Further research should investigate this further. The empirical paper employed a qualitative methodology to examine how adolescents make sense of and create meaning from their experience of going to boarding school, and to explore what can be done to facilitate this adjustment. Ten female and male adolescents were interviewed in their second year of attending boarding school. The interviews, analysed using lnterpretative Phenomenological Analysis, yielded three superordinate themes: 1) 'Home is where the heart is', which captures adolescents experiences of homesickness, the stronger relationships formed with their family, and the development of new attachment figures with their house matron and peers, 2) 'Living in a bubble', which reflects a feeling of being constrained at boarding school and an awareness of it being a hierarchical environment, and 3) 'Gaining familiarity with the place and just being me' as adolescents appeared to positively adjust over time. Results are discussed in terms of attachment, coping and adjustment theories and models of psychosocial development. Clinical and organisational implications for professionals working in boarding schools, as well as suggestions for future research arc discussed.
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Tobbell, Jane. "Exploring transition from primary to secondary school : communities, practice and participation." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424679.

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Barlow, William Don. "Drama convention approaches and primary-secondary transition : pupils' and teachers' views." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28751.

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This study was undertaken in the west coast of Scotland and contributes to literature in the fields of Drama (with particular focus on Drama Convention approaches), and primary-secondary transition. The research questions were: 1. How do young people understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 2. How do primary teachers understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 3. How does the evidence from the thesis correlate with literature?The investigator devised three Drama structures that addressed a fictional Primary seven pupil’s transition to secondary school. Data was gathered through a research diary, pupil focus groups, pupil questionnaire and exit cards, teacher observations of pupils’ interactions with the Drama structure, a teacher semi-structured interview. Data was analysed using an interpretivist stance, within a case study approach, through iterative thematic coding. The participants indicated that Drama Convention pedagogy is child-centred, motivational and engages young people in transitional learning; the majority of pupils expressed their positivity about transferring to secondary school. Drama Convention approaches developed themes of: citizenship, solidarity, empathy, meta-awareness, multiple perspectives, understanding of bullying at transition, and real-world learning. The thesis contributes to Drama literature by providing an analysis of pupil and teacher voice on thirteen specified Drama Convention approaches (Neelands and Goode, 2016). In addition, the thesis contributes to the transitional literature by indicating that Drama Convention approaches provide an engaging pedagogical approach that empowers young people to discuss their transitional thoughts and opinions in a safe and purposeful learning environment. The implications and recommendations of this study are that further research should be implemented in using Drama Convention approaches as a pedagogical method for primary-secondary transitional learning and that greater support should be given to teachers in developing their understanding of Drama pedagogy.
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Knight, Perry. "Understanding the contexts of children's transition from primary to secondary education." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629657.

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‘Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.’ (Chinese proverb) Why is it that children in Year 6 have the ability to construct stories independently, yet at the start of Year 7 the same children have difficulties recalling this knowledge and understanding? Transfer from primary to secondary education has been widely debated for a number of decades. Despite this, Evans et al.’s (2010) evaluation of transition concluded that for over 20% of transferring children, the process remains problematic, leading to inconsistent progress, both academically and socially. Transition research has focused significantly on process and procedures, accumulating data from a wealth of stakeholders, but largely neglecting the voice of the child experiencing this process. My research centres on the child, documenting their learning journey through their transition from primary to secondary school. Galton et al (1999b) identify three elements supporting a child’s continuation of learning post- transfer: enthusiasm for learning; confidence in themselves as learners; and a sense of achievement and purpose. A significant contribution to these qualities is the socio- constructivist view that ‘talk drives learning.’ Clear differences in progress, learning and teaching are contained within the microsystems of classroom life. Therefore, to deepen understanding of contexts of transition it is essential to focus research on language and relationships within such systems. Bronfenbrenner’s bio-ecological framework (1979) provides a basis for an analysis of the contribution of microsystem relationships and sub- cultures to the social matrix of different and progressive classroom environments. My research used an exploratory multi-case study approach (Merriam, 1988a; Yin, 2009). Three distinct models of transfer were identified and examined in depth. Within each of these cases, the learning of a group of children was observed and key points discussed with them throughout the transition process. Therefore, my research explored transition in the broadest sense, through the child’s experiences. The research moved beyond myth and procedures in order to understand the tools a child needs to transfer into secondary school to ensure sustainable progress and enjoyment of learning. Each of the cases had their own model of transfer. The first, Case1, considered children transferring from the more ‘traditional’ primary school into a ‘secondary’ school. In the second, Case 2, children transferred within an ‘all-through’ school within the same building. The third, Case 3, operated within the experience of Case 2, but transferred from their primary setting into the all-through school (the same school as Case 2). The study expected Case 2 as being the best model of transfer and provider of seamless progression of learning for children in Years 6 and 7. However, each model had case-dependent issues that affect a child’s progress within the wider contexts of transition. As a result, the study acknowledged the impact of previous research and further considered this study’s impact on learning in meso and microsystems. Three main, associated arose across the case studies. The first considered teacher provision during the transition period identifying: • the importance of learning roles and relationships between the child and their teacher, and the child and their peers. • structures of accountability generated by Statutory Assessment Tests (SATs). Within a culture of test-based curriculum structures, the study discusses the impact on children’s learning within continual testing and reporting frameworks. It does not discourage the importance of developing basic skills, but considers the purpose of continually tracking and monitoring children throughout their transition period. The importance of standardised test scores is questioned, as these routines are not followed through post-SATs. • children encouraged to participate in new learning routines and contexts. However, the study identifies an absence of sufficient communication between schools that diminishes consistency of learning opportunities during transfer. In addition, the study highlights differing definitions of independent learning between individual school and classroom contexts. The second considered barriers to the continuous development of independent learning. It further identified the distorting influence of SATs, firstly on a child’s development of independent learning, and secondly, on differences of definition between primary and secondary contexts. It suggested that skills recognised in independent learning are situated within almost singular contexts of primary school. When transferring to secondary school, there is an increased challenge for children to transfer these skills into multifarious contexts. Finally, the study identified the differing challenges of language demands on a child’s continuous learning, specifically • inconsistencies of curriculum terminology between primary and destination schools. • differing language clusters that children develop during group work. I observed that these clusters were transferred within each independent learning activity, but were not recognised in the analysis of my secondary classroom observations. This raised the issue of teacher expectations, questioning whether on transfer teachers expect all children to be classified as ‘workers’, rather than consultant, leader, engineer or technician within group and learning activities. • the role of ‘strong’ and ‘weak’ learning relationships between effective partnerships of ‘novice’ and ‘expert’, concluding that weak novice-to-novice relationships affected the continuity of learning. Findings common across all three cases exposed wider implications for transition. These were compared to the ORACLE studies (Galton et al, 1999b; Hargreaves and Galton, 2002). Recommendations offered were to: • ensure the continuity of learning progression, • promote active participation in learning, • improve the quality of children’s work during the transition period.
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Sutherland, Claire. "Understanding perceptions of cyberbullying in the transition between primary and secondary school." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36188/.

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Over the last decade, the nature of bullying has changed dramatically, moving from traditional, face to face to via communication technologies. The associated bullying behaviours and technologies is collectively known as ‘cyberbullying’. Cyberbullying is an increasing problem which results in negative outcomes for all involved. For victims, it is ubiquitous; there is no escape. Cyberbullying, has been directly and indirectly linked to an increased risk of suicide for both victims and bullies. It is therefore vital to explore what children, parents and teachers interpret as cyberbullying and how to design effective interventions to reduce cyberbullying and/or develop resilience and coping strategies. To date, research on cyberbullying has focussed on children in their teens. However, little is known about the perceptions of younger children particularly at the key transitions point from primary to secondary school. At this age, self-esteem decreases and peer support and influence become very important in determining behaviour. Technology use increases around this age and parental monitoring decreases. This thesis uses multiple methods to fully explore similarities and differences in perceptions and experiences between children before (aged 10-11 years) and after (aged 12-15 years) this transition and develops a behaviour change intervention to promote more positive behaviour online, increase resilience and self-efficacy. This thesis aims to develop ways for children to overcome adversity by developing their problem-solving skills and increasing their confidence levels to deal with a negative situation through building their cyberbullying resilience. Cyberbullying resilience can be strengthened through external factors such as a supportive environment, strong peer support and a sense of belonging and internal factors including high self-esteem, self-control and self-efficacy (Bozak (2013) as cited in Hinduja and Patchin (2017)). Initial findings suggested that cyberbullying is predominantly a female behaviour and that victims and bystanders are reluctant to seek adult intervention unless the situation is considered to be so extreme that they can no longer cope. Primary girls were found to be more likely to report a cyberbullying incident than secondary, even though there was no difference in their perception of the severity of the incident. This thesis adds to the literature by highlighting children, parents and teachers’ understandings and expectations around reporting and what these are. This thesis identifies age differences in relation to cyberbullying perceptions and reporting channels and presents a behaviour change intervention which increased self-efficacy and resilience levels. It is also applies a unique intervention approach by introducing implementation intentions with the intention to increase kind online behaviour in addition to building self-efficacy, self-esteem and cyberbullying resilience so that children have skills and strategies in place to deal with adversity online should the time come.
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Raemdonck, Damien van. "Developmental analysis of the transition from primary to secondary growth in poplar." Doctoral thesis, Universite Libre de Bruxelles, 2005. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210956.

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Richter, Mechthild. ""Now he's a secondary school student" : successful transition from primary to secondary school for students with autism spectrum disorder." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/RICHTER_Mechthild_2019_ED519.pdf.

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Cette thèse portait sur la transition du primaire au secondaire des élèves atteints de troubles du spectre de l’autisme (TSA) en France, dans le contexte du développement de l’inclusion scolaire. L'étude 1 a permis de déterminer les critères d'une transition réussie. Elle a montré que la transition est complexe et touche plusieurs acteurs. L'étude 2 a permis de saisir les représentations sociales d’une transition réussie. Celles-ci sont largement cohérentes entre les gens, qu’ils considèrent ou non un élève atteint de TSA. Néanmoins, des différences subsistent et ont été étudiées plus en détail dans l'étude 3. Cette étude a produit des résultats concernant les expériences et les perceptions des acteurs clés. De plus, elle a permis d’identifier des stratégies pour une transition réussie ainsi que des obstacles. Les résultats des études ont été combinés pour élaborer des recommandations pour une transition primaire-secondaire réussie pour les élèves atteints de TSA. En raison de la complexité de la transition, chaque recommandation doit être adaptée à chaque cas et chaque intervenant. Les mesures existantes ainsi que les nouvelles recommandations sont discutées dans le contexte de l'ambition de parvenir à un système scolaire inclusif
This thesis investigated the transition from primary to secondary school of students with Autism Spectrum Disorder (ASD) in France. Study 1 provided criteria for a sucessful transition. It showed that the transition is complex and affects several stakeholders. Study 2 captured the social representations of lay people on a successful transition. These are largely congruent between lay people considering or not a student with ASD. Nevertheless, differences remain and were further investigated in study 3. This study delivered results concerning the experiences and perceptions of concerned stakeholders. Moreover, it identified strategies for a successful transition, as well as barriers. The results of these studies were combined to develop recommendations for a successful primary-secondary transition for students with ASD. Due to the complexity of the transition, every recommendation has to be adapted to each case and stakeholder. Existing measures as well as the new recommendations are discussed in the context of the ambition to achieve an inclusive school system
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Books on the topic "Primary-secondary transition"

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Bridging the transition from primary to secondary school. New York: Routledge, 2011.

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The transition tightrope: Supporting students in transition to secondary schools. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Knox, June Frances. From primary to secondary schooling: A study of childhood transition. [s.l: The Author], 1987.

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Knox, June Frances. From primary to secondary schooling: A study of childhood transition. [s.l.]: The author, 1987.

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Wilcock, Angie. The transition tightrope: Supporting students in transition to secondary schools. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Herrington, Kathryn Mary. The management of transition from the primary to the secondary sector. Wolverhampton: Universityof Wolverhampton, 1993.

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Brown, Doug. The transition between primary and secondary schools: An information technology perspective. Birmingham: Council for Educational Technology, 1986.

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Ames, Patricia. Change and opportunity: The transition from primary to secondary school in rural and urban Peru. Oxford, UK: Young Lives, Department of International Development, University of Oxford, 2010.

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Sweeting, E. M. Determinants of repetition, drop-out, and transition in primary and junior secondary schools. Jakarta: Central Program Coordination Unit, Junior Secondary Education Project, 1998.

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Kennewell, Steve. Effective transition from primary to secondary school: Some activities and approaches using information technology. Swansea: University College of Swansea Department of Education, 1993.

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Book chapters on the topic "Primary-secondary transition"

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Wood, Meena Kumari, and Nick Haddon. "Primary transition: Head start to secondary." In Secondary Curriculum Transformed, 215–27. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-26.

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Bertolotti, Fabio P., Stefan Hein, Werner Koch, and Andreas Stolte. "Absolute/Convective Instability Investigation of Primary and Secondary Crossflow Vortices." In Recent Results in Laminar-Turbulent Transition, 51–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-45060-3_5.

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Orbach, Lars, Moritz Herzog, and Annemarie Fritz. "Math Anxiety During the Transition from Primary to Secondary School." In Inclusive Mathematics Education, 419–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_25.

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Simpson, Brenda. "Regulation and Resistance: Children’s Embodiment during the Primary-Secondary School Transition." In The Body, Childhood and Society, 60–78. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-0-333-98363-8_4.

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Muñoz, Carmen. "3. The Development of Language Awareness at the Transition from Primary to Secondary School." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo, 49–68. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-005.

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Rainer, Paul. "Significant Factors that Affect Young Children Negotiating Transition from Primary to Secondary Physical Education." In Routledge Handbook of Primary Physical Education, 156–66. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-14.

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Hebron, Judith. "The transition from primary to secondary school for students with Autism Spectrum Conditions." In Supporting social inclusion for students with autism spectrum disorders, 84–99. Abingdon, Oxon; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315641348-8.

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Dyer, Emma. "Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools." In Teacher Transition into Innovative Learning Environments, 109–22. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_9.

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AbstractThis chapter describes the innovative use of a pre-existing framework from the field of Human–Computer Interaction to explore and reimagine reading spaces for beginner readers in primary schools in England. The chapter details the four phases of the research study, from a conceptual level to a physical outcome (a reading nook), the latter providing secondary findings about the value of secluded reading spaces for students in two English classrooms. In adapting and developing a design methodology within an educational context, it is hoped that this research will stimulate communication and dialogue between architects, educators, policy-makers and students. It also offers a contribution to the challenge of improving school design for pupils and practitioners by offering a framework through which education, specifically reading, can be viewed through the prism of design.
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Richardson, Alasdair. "Transformative Transition: The Case for Religious Education in Cross-Curricular Holocaust Education Across the Primary/Secondary Divide in English Schools." In Holocaust Education in Primary Schools in the Twenty-First Century, 75–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73099-8_5.

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Baptista, João, Cristina Sin, and Orlanda Tavares. "Data and Reflections on Access-Transition to Higher Education in Portugal." In Equity Policies in Global Higher Education, 143–69. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_7.

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AbstractThis chapter analyses inequalities in the transition from upper secondary to higher education in Portugal, using empirical data from the General-Directorate of Education and Science Statistics (DGEEC). It argues that educational inequalities are already present in Portuguese students’ trajectories before higher education and that the transition to higher education therefore reflects these different opportunities. The central argument is that socioeconomic status is the most important aspect that directly or indirectly conditions transition to higher education in Portugal, and thus is the primary source of inequality in participation. The findings also point to other factors similar to those already highlighted in the literature as responsible for inequalities in access to higher education: previous schooling, gender, different regional opportunities and selection and admission criteria, with socioeconomic status appearing to be transversal to and/or aggravate the influence of most of these other factors (except gender). Disadvantaged students who manage to surmount all the different obstacles and reach higher education belong to a group of resilient “academic survivors”. Based on the findings of this study, several areas of intervention are proposed.
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Conference papers on the topic "Primary-secondary transition"

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Barkmin, Mike. "Competency structure model for programming for the transition from school to university." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421591.

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Drew, G. L., R. C. Reed, K. Kakehi, and C. M. F. Rae. "Single Crystal Superalloys: The Transition from Primary to Secondary Creep." In Superalloys. TMS, 2004. http://dx.doi.org/10.7449/2004/superalloys_2004_127_136.

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Radu, Adrian, and Aditi Chattopadhyay. "Primary to secondary buckling transition and stability of composite plates using a higher order theory." In 19th AIAA Applied Aerodynamics Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2001. http://dx.doi.org/10.2514/6.2001-1531.

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Mertens, Celine, Nathalie Van Ceulebroeck, Britt Dehertogh, Christian Van Kerckhove, and Eva Verstraete. "ENHANCING THE EDUCATIONAL AND SOCIAL EFFICIENCY OF THE TRANSITION BETWEEN PRIMARY AND SECONDARY EDUCATION. INNOVATIONS FOR THE FIELD (TRANSBASO)." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1106.

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Lee, Jin-Woo, Bakhtiar B. Litkouhi, and Hsun-Hsuan Huang. "Two-Stage Lane Keeping Control Algorithm for Lane Sensing Inaccuracy Handling." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65892.

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The Lane Keeping Assist (LKA) system is a safety feature that applies an automatic steering torque to the vehicle steering system to keep the subject vehicle in its lane. Like many other active safety systems, the LKA systems may often experience a performance issue in real road situations. The common LKA performance issues are mainly due to poor quality of the front camera’s curvature data and sudden drops of camera’s detection range. To overcome these issues, this paper proposes a two-stage lane keeping control. In this approach, the LKA has two independent algorithms running with a coordination. In the coordination layer, the secondary lane keeping (LK) control has the authority to override the primary LK control if the primary LK fails to maintain the subject vehicle in the current lane due to the above issues. The key aspect of this system is the accurate timing of the secondary LK’s override over the primary LK. The coordination logic between the primary and the secondary LK control, and smooth transition between the controls are also important performance measures. The determination algorithm of the LK initiation and termination plays a key role in achieving the objectives of LKA fail handling. This paper describes these algorithms as well as the path planning and the steering control algorithms. Several vehicle tests were carried out on curved roads. The results show successful and smooth transition from the primary to the secondary LK layer.
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Stahl, Patrick, and G. Nakhaie Jazar. "Frequency Response Analysis of Piecewise Nonlinear Vibration Isolator." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84879.

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Non-smooth piecewise functional isolators are smart passive vibration isolators that can provide effective isolation for high frequency/low amplitude excitation by introducing a soft primary suspension, and by preventing a high relative displacement in low frequency/high amplitude excitation by introducing a relatively damped secondary suspension. In this investigation a linear secondary suspension is attached to a nonlinear primary suspension. The primary is assumed to be nonlinear to model the inherent nonlinearities involved in real suspensions. However, the secondary suspension comes into action only during a short period of time, and in mall domain around resonance. Therefore, a linear assumption for the secondary suspension is reasonable. The dynamic behavior of the system subject to a harmonic base excitation has been analyzed utilizing the analytic results derived by applying the averaging method. The analytic results match very well in the transition between the two suspensions. A sensitivity analysis has shown the effect of varying dynamic parameters in the steady state behavior of the system.
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Karaca, Erol. "A Comparison of Turkey and Transition Economies in terms of Educational Development and Conditions." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00868.

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The main objective of this research is to determine and evaluate the dimensions of educational development in Turkey in comparison with the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries. For this purpose, in this study, Turkey is compared to the Central and Eastern Europe (CEE) countries and the Commonwealth of Independent States (CIS) countries with regard to the educational development and conditions. In this study, carried out through comparative relation scanning model and literature model, the sample group was established the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries with Turkey. The research data was collected by means of data from HDI Report developed by United Nations Development Programme (UNDP). On the base of data obtained from report, the study concluded that the lowest rate of adult literacy and population with at least secondary education belongs to Turkey. The rate of enrolment in primary education, however, is higher in Turkey than most of the CEE and CIS countries. This affirmative data can be attributed to the high rate of young population and/or education campaigns in Turkey since the lowest rate of secondary education and the highest level of primary school dropout rate is also seen in Turkey. In addition, performance of 15-year old students in reading, mathematics and science is generally lower in Turkey, CEE and CIS countries than in OECD countries.
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Zielinski, Rachel, Cosmin Mihai, and Samir Ghadiali. "Multi-Scale Modeling of Cancer Cell Migration and Adhesion During Epithelial-to-Mesenchymal Transition." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53511.

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Cancer is a leading cause of death in the US, and tumor cell metastasis and secondary tumor formation are key factors in the malignancy and prognosis of the disease. The regulation of cell motility plays an important role in the migration and invasion of cancer cells into surrounding tissues. The primary modes of increased motility in cancerous tissues may include collective migration of a group of epithelial cells during tumor growth and single cell migration of mesenchymal cells after detachment from the primary tumor site [1]. In epithelial cancers, metastasizing cells lose their cell-cell adhesions, detach from the tumor mass, begin expressing mesenchymal markers, and become highly motile and invasive, a process known as epithelial-to-mesenchymal transition (EMT) (Fig. 1) [2]. Although the cellular and biochemical signaling mechanisms underlying EMT have been studied extensively, there is limited information about the biomechanical mechanisms of EMT. In particular, it is not known how changes in cell mechanics (cell stiffness, cell-cell adhesion strength, traction forces) influence the detachment, migration and invasion processes that occur during metastasis.
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Mousavi, A., A. G. Gerber, and M. J. Kermani. "Representing Polydispersed Droplet Behavior in Nucleating Steam Flow With the Quadrature-Method-of-Moments." In ASME 2006 2nd Joint U.S.-European Fluids Engineering Summer Meeting Collocated With the 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/fedsm2006-98459.

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This paper applies the Quadrature-Method-of-Moments (QMOM) to the polydispersed droplets spectrum typical in low pressure steam turbines. Various modes of nonequilibrium phase transition are present in steam turbines, starting with primary and secondary homogeneous nucleation as the main source of moisture followed by heterogeneous nucleation and surface entrainment sources. The range of phase transition possibilities leads to a wide range of droplet sizes, which are present under various combinations of inertial and thermal nonequilibrium. Given the extensive prevalence of CFD in turbomachinery design, it is of interest to develop an efficient modeling approach for polydispersed droplet flows that avoids solving an excessive number of equations to represent the droplet size distribution. Methods based on QMOM have shown promise in this regard in other applications areas of two-phase flow, and this paper attempts to quantify its potential for steam turbine applications by applying the method to supersonic nozzle studies with homogeneous and heterogeneous phase transitions.
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Bottenheim, S., A. M. Birk, and D. J. Poirier. "The Effect of an Entraining Diffuser on the Performance of Circular-to-Slot Exhaust Ducts With a 90 Degree Bend." In ASME Turbo Expo 2006: Power for Land, Sea, and Air. ASMEDC, 2006. http://dx.doi.org/10.1115/gt2006-90017.

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An experimental study has been undertaken on a 3-stage entraining diffuser with a distorted inlet flow. Two different circular-to-slot transition ducts were used as driving nozzles. Both transition ducts included a 90 degree bend. Varying degrees of inlet swirl were also considered. A 7-hole pressure probe was used to traverse the diffuser outlets. With a longitudinal duct the measured flows showed severe impingement of the primary flow on the walls of the entraining diffuser. Similar outlet flow distributions were observed for all cases of inlet swirl considered. In contrast, only minimal primary flow impingement was observed with a transverse duct. The use of the transverse duct also resulted in significant secondary flows including multiple large-scale vortices. These secondary flows intensified when swirl was added. Four performance parameters were calculated: the entrainment ratio, back pressure coefficient, pressure recovery coefficient and the entraining diffuser efficiency. The results showed that peak performance was attained at 20° of inlet swirl for both configurations. The addition of an entraining diffuser was found to result in minimal improvements of performance for the longitudinal duct configuration and significant improvements for the transverse orientation.
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Reports on the topic "Primary-secondary transition"

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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Elshabik, Mohamed, ed. Citizens’ Perceptions of Democratic Participation in Sudan. International Institute for Democracy and Electoral Assistance (International IDEA), April 2022. http://dx.doi.org/10.31752/idea.2022.12.

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Democracy cannot prosper without democrats. The challenges facing the democratic transformation in Sudan are immense. This report signified the power-sharing intricacies that had been in place for over two years between the civilians and military. The 25 October coup put an end to that partnership. Nonetheless, people in Sudan are increasingly determined to regain their democratic transition. Building Democracy requires more than extending goodwill. It has always been said democracy cannot prosper without democrats. In context, International IDEA Sudan’s Programme saw the need to explore the perceptions of the main stakeholder in the democratic transition of Sudan, its people. The primary objective of this report is to study the perceptions among the Sudanese population of the motivations for and barriers to democratic participation. The study aims to generate a baseline of understanding to guide the design of further relevant civic education interventions. Methodologically, this was achieved using primary and secondary data sources: Primary data was collected through direct fieldwork using a structured questionnaire, interviews, focus group discussions and key informant interviews, as well as participatory observation. Secondary sources were collated in a desk review of existing academic and public opinion research, such as data from Afro-barometer and the International IDEA Global State of Democracy Indices.
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Sefa-Nyarko, Clement Sefa-Nyarko, David Mwambari Mwambari, and Pearl Kyei Kyei. Transitions from Primary to Lower Secondary School: A Focus on Equity. Toronto, Ontario Canada: Mastercard Foundation, October 2018. http://dx.doi.org/10.15868/socialsector.36867.

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Splitter, Gary A., Menachem Banai, and Jerome S. Harms. Brucella second messenger coordinates stages of infection. United States Department of Agriculture, January 2011. http://dx.doi.org/10.32747/2011.7699864.bard.

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Aim 1: To determine levels of this second messenger in: a) B. melitensiscyclic-dimericguanosinemonophosphate-regulating mutants (BMEI1448, BMEI1453, and BMEI1520), and b) B. melitensis16M (wild type) and mutant infections of macrophages and immune competent mice. (US lab primary) Aim 2: To determine proteomic differences between Brucelladeletion mutants BMEI1453 (high cyclic-dimericguanosinemonophosphate, chronic persistent state) and BMEI1520 (low cyclicdimericguanosinemonophosphate, acute virulent state) compared to wild type B. melitensisto identify the role of this second messenger in establishing the two polar states of brucellosis. (US lab primary with synergistic assistance from the Israel lab Aim 3: Determine the level of Brucellacyclic-dimericguanosinemonophosphate and transcriptional expression from naturally infected placenta. (Israel lab primary with synergistic assistance from the US lab). B. Background Brucellaspecies are Gram-negative, facultative intracellular bacterial pathogens that cause brucellosis, the most prevalent zoonosis worldwide. Brucellosis is characterized by increased abortion, weak offspring, and decreased milk production in animals. Humans are infected with Brucellaby consuming contaminated milk products or via inhalation of aerosolized bacteria from occupational hazards. Chronic human infections can result in complications such as liver damage, orchitis, endocarditis, and arthritis. Brucellaspp. have the ability to infect both professional and non-professional phagocytes. Because of this, Brucellaencounter varied environments both throughout the body and within a cell and must adapt accordingly. To date, few virulence factors have been identified in B. melitensisand even less is known about how these virulence factors are regulated. Subsequently, little is known about how Brucellaadapt to its rapidly changing environments, and how it alternates between acute and chronic virulence. Our studies suggest that decreased concentrations of cyclic dimericguanosinemonophosphate (c-di-GMP) lead to an acute virulent state and increased concentrations of c-di-GMP lead to persistent, chronic state of B. melitensisin a mouse model of infection. We hypothesize that B. melitensisuses c-di-GMP to transition from the chronic state of an infected host to the acute, virulent stage of infection in the placenta where the bacteria prepare to infect a new host. Studies on environmental pathogens such as Vibrio choleraeand Pseudomonas aeruginosasupport a mechanism where changes in c-di-GMP levels cause the bacterium to alternate between virulent and chronic states. Little work exists on understanding the role of c-di-GMP in dangerous intracellular pathogens, like Brucellathat is a frequent pathogen in Israeli domestic animals and U.S. elk and bison. Brucellamust carefully regulate virulence factors during infection of a host to ensure proper expression at appropriate times in response to host cues. Recently, the novel secondary signaling molecule c-di-GMP has been identified as a major component of bacterial regulation and we have identified c-di-GMP as an important signaling factor in B. melitensishost adaptation. C. Major conclusions, solutions, achievements 1. The B. melitensis1453 deletion mutant has increased c-di-GMP, while the 1520 deletion mutant has decreased c-di-GMP. 2. Both mutants grow similarly in in vitro cultures; however, the 1453 mutant has a microcolony phenotype both in vitro and in vivo 3. The 1453 mutant has increased crystal violet staining suggesting biofilm formation. 4. Scanning electron microscopy revealed an abnormal coccus appearance with in increased cell area. 5. Proteomic analysis revealed the 1453 mutant possessed increased production of proteins involved in cell wall processes, cell division, and the Type IV secretion system, and a decrease in proteins involved in amino acid transport/metabolism, carbohydrate metabolism, fatty acid production, and iron acquisition suggesting less preparedness for intracellular survival. 6. RNAseq analysis of bone marrow derived macrophages infected with the mutants revealed the host immune response is greatly reduced with the 1453 mutant infection. These findings support that microlocalization of proteins involved in c-di-GMP homeostasis serve a second messenger to B. melitensisregulating functions of the bacteria during infection of the host.
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