Journal articles: 'Primary to secondary transition'

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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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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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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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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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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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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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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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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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Bogle, Jennifer. "Building resilience during transition from primary to secondary school." Educational Psychology in Scotland 9, no. 1 (2007): 36–42. http://dx.doi.org/10.53841/bpsepis.2007.9.1.36.

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Transition from primary school to secondary school represents a period of great change and uncertainty for young people and much research has been done on the importance of providing consistency of support during this time. This paper describes an intervention designed to promote resilience in a class of 24 Primary 7 pupils in preparation for their eventual transition to secondary school. Resilience is viewed not as a fixed concept but as dynamic and malleable, based on the idea that effective intervention can trigger resilient responses in children and young people.

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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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Sirsch, Ulrike. "The impending transition from primary to secondary school: Challenge or threat?" International Journal of Behavioral Development 27, no. 5 (September 2003): 385–95. http://dx.doi.org/10.1080/01650250344000082.

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For many children the transition from primary to secondary school is an important event in life. Little is known about children’s concerns and expectations about the new school prior to this transition. Therefore, the present study, which is part of the Vienna School Transition Study (VSTS), investigated this subject. Children ( N = 856) were asked to appraise the transition to secondary school, which was perceived as a challenge and a threat (in terms of transactional stress theory, e.g., Lazarus & Folkman, 1984, 1987). For this purpose a new questionnaire was developed. It was assumed that children would differentiate between the perceived challenge concerning academic achievement and the new social environment, and the perceived threat in the same terms. Results support this assumption. In addition, aspects of self-concept, anxiety, predictability, and academic achievement in primary school were found to be predictors of the perceived threat (with regard to the transition to secondary school) as predicted by theory.

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Christopoulou, Martha. "Transition From Primary to Secondary School Through Visual Arts Education." LEARNing Landscapes 9, no. 2 (April 1, 2016): 143–57. http://dx.doi.org/10.36510/learnland.v9i2.768.

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Moving from primary to secondary school is a major challenge. This article presents the concept of educational transition, makes a case for its relationship with identity formation, and discusses its e ects on students’ academic achievement, social adjustment, and self-concepts. It explores the role of art and creativity to foster resilience and presents an example of how visual arts were used to help students negotiate and reframe transition. It concludes with further practical considerations for art education with the hope that visual arts can play a critical role in ensuring that students successfully meet the challenges along the way to secondary school.

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Warburton, Victoria, and Christopher Spray. "Motivation in physical education across the primary—secondary school transition." European Physical Education Review 14, no. 2 (June 2008): 157–78. http://dx.doi.org/10.1177/1356336x08090704.

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Driessen, G., P. Sleegers, and F. Smit. "The Transition from Primary to Secondary Education: Meritocracy and Ethnicity." European Sociological Review 24, no. 4 (May 21, 2008): 527–42. http://dx.doi.org/10.1093/esr/jcn018.

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Tobbell, Jane. "Students’ experiences of the transition from primary to secondary school." Educational and Child Psychology 20, no. 4 (2003): 4–14. http://dx.doi.org/10.53841/bpsecp.2003.20.4.4.

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AbstractThere are many discontinuities between primary and secondary school and children have to manage these as part of the transition process. This process has been found to be problematic across culture, resulting in a downturn in educational achievement for almost all children in the short term and for a sizeable minority in the long term (Galton, Gray & Ruddock, 1999). There are no consistent explanations for this phenomenon in the psychological literature. It has been attributed to normative changes in adolescence as well as to wider contextual factors. Much of the research has started with an assumption of what the problems may be and so explanations focus on these assumptions. This research aimed to allow the experiences and feelings of the subjects of the transition (the students) to emerge by employing a qualitative design. These data are then used as a basis for theorising about transition. Following Vygotskian notions of learning and ecological models of development (Bronfenbrenner, 1999) the importance of relationships in the learning environment are discussed and the implications of these for the organisation of the education system and the process of classroom management are explored.

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Gott, Merryn, Christine Ingleton, Michael I. Bennett, and Clare Gardiner. "Transitions to palliative care in acute hospitals in England: qualitative study." BMJ 342 (2011): d1773. http://dx.doi.org/10.1136/bmj.d1773.

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Objective To explore how transitions to a palliative care approach are perceived to be managed in acute hospital settings in England.Design Qualitative study.Setting Secondary or primary care settings in two contrasting areas of England.Participants 58 health professionals involved in the provision of palliative care in secondary or primary care.Results Participants identified that a structured transition to a palliative care approach of the type advocated in UK policy guidance is seldom evident in acute hospital settings. In particular they reported that prognosis is not routinely discussed with inpatients. Achieving consensus among the clinical team about transition to palliative care was seen as fundamental to the transition being effected; however, this was thought to be insufficiently achieved in practice. Secondary care professionals reported that discussions about adopting a palliative care approach to patient management were not often held with patients; primary care professionals confirmed that patients were often discharged from hospital with “false hope” of cure because this information had not been conveyed. Key barriers to ensuring a smooth transition to palliative care included the difficulty of “standing back” in an acute hospital situation, professional hierarchies that limited the ability of junior medical and nursing staff to input into decisions on care, and poor communication.Conclusion Significant barriers to implementing a policy of structured transitions to palliative care in acute hospitals were identified by health professionals in both primary and secondary care. These need to be addressed if current UK policy on management of palliative care in acute hospitals is to be established.

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Cyster, Drew. "Striking the right balance: issues of transition for the beginner secondary music teacher." British Journal of Music Education 29, no. 3 (November 2012): 293–301. http://dx.doi.org/10.1017/s0265051712000368.

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Transition from primary to secondary school in the UK has received considerable attention in educational research over the last few decades, although specific focus on transition in music has only been relatively recently addressed. Research by Mills (1996) and Marshall and Hargreaves (2007, 2008) draws upon both general and music-specific studies to provide insights into the educational value of common transition practices for pupils and teachers. While evidence from the recent surveys indicate significant progress in promoting successful transitions compared with earlier research, there continue to be areas requiring further enquiry, particularly that of curriculum progression and pupil achievement in music.

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Serpieri, Jacopo, and Marios Kotsonis. "Three-dimensional organisation of primary and secondary crossflow instability." Journal of Fluid Mechanics 799 (June 21, 2016): 200–245. http://dx.doi.org/10.1017/jfm.2016.379.

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An experimental investigation of primary and secondary crossflow instability developing in the boundary layer of a $45^{\circ }$ swept wing at a chord Reynolds number of $2.17\times 10^{6}$ is presented. Linear stability theory is applied for preliminary estimation of the flow stability while surface flow visualisation using fluorescent oil is employed to inspect the topological features of the transition region. Hot-wire anemometry is extensively used for the investigation of the developing boundary layer and identification of the statistical and spectral characteristics of the instability modes. Primary stationary, as well as unsteady type-I (z-mode), type-II (y-mode) and type-III modes are detected and quantified. Finally, three-component, three-dimensional measurements of the transitional boundary layer are performed using tomographic particle image velocimetry. This research presents the first application of an optical experimental technique for this type of flow. Among the optical techniques, tomographic velocimetry represents, to date, the most advanced approach allowing the investigation of spatially correlated flow structures in three-dimensional fields. Proper orthogonal decomposition (POD) analysis of the captured flow fields is applied to this goal. The first POD mode features a newly reported structure related to low-frequency oscillatory motion of the stationary vortices along the spanwise direction. The cause of this phenomenon is only conjectured. Its effect on transition is considered negligible but, given the related high energy level, it needs to be accounted for in experimental investigations. Secondary instability mechanisms are captured as well. The type-III mode corresponds to low-frequency primary travelling crossflow waves interacting with the stationary ones. It appears in the inner upwelling region of the stationary crossflow vortices and is characterised by elongated structures approximately aligned with the axis of the stationary waves. The type-I secondary instability consists instead of significantly inclined structures located at the outer upwelling region of the stationary vortices. The much narrower wavelength and higher advection velocity of these structures correlate with the higher-frequency content of this mode. The results of the investigation of both primary and secondary instability from the exploited techniques agree with and complement each other and are in line with existing literature. Finally, they present the first experimental observation of the secondary instability structures under natural flow conditions.

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Field, Andy P., Danielle Evans, Tomasz Bloniewski, and Yulia Kovas. "Predicting maths anxiety from mathematical achievement across the transition from primary to secondary education." Royal Society Open Science 6, no. 11 (November 2019): 191459. http://dx.doi.org/10.1098/rsos.191459.

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The primary- to secondary-education transition is a substantive life event for many children. The transition can be associated with changes in the developmental trajectories of both emotional health and academic achievement. The current study looked at whether the trajectory of mathematical attainment and emotional health (anxiety) across this transition predicted later maths anxiety. A secondary analysis of data from the Twin Early Development Study (TEDS) was performed. The statistical models were fit on the 753 participants (one from each twin pair) for which there were measures of mathematical performance across the primary- to secondary-education transition and maths anxiety at age 18. Two multi-level growth models were fit predicting mathematical attainment and anxiety over the primary- to secondary-education transition. The intercepts and slopes for each child were extracted from these models and used as predictors of subsequent maths anxiety at age 18. These effects were adjusted for biological sex, socio-economic status, verbal cognitive ability and general anxiety. Maths anxiety at age 18 was significantly predicted by both pre-transition levels of anxiety and mathematical attainment and their rate of change across the primary- to secondary-education transition. However, the effects were small, suggesting that theories of maths anxiety may have overplayed the role of prior mathematical attainment and general anxiety.

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Knowles, Ann-Marie, Ailsa Niven, and Samantha Fawkner. "A Qualitative Examination of Factors Related to the Decrease in Physical Activity Behavior in Adolescent Girls During the Transition From Primary to Secondary School." Journal of Physical Activity and Health 8, no. 8 (November 2011): 1084–91. http://dx.doi.org/10.1123/jpah.8.8.1084.

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Background:Quantitative research has suggested that the decline in physical activity levels for adolescent girls is most marked during the transition from primary school to secondary school yet understanding the contributing factors for this decline may be advanced through qualitative research methods to gain an individual perspective of the girls’ school transition experience.Methods:This study explored factors related to the decrease in physical activity behavior in 14 adolescent girls (mean age = 13.6 ± 0.3 years) during the transition between primary and secondary school through the use of narrative interviews and interpretative phenomenological analysis.Results:The findings suggested that a change in the environment was central to understanding the decline in physical activity levels since primary school.Conclusions:During secondary school, a positive environment can be created by ensuring a choice of activities in Physical Education lessons; allowing a girls-only environment, to reduce the focus on competence and competition, and recognizing the importance of social support. These could enhance self-perceptions, reduce self-presentational concerns, increase enjoyment, and subsequently reduce the decrease in physical activity behavior during this key transitional period.

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Hallinan, Peter, and Pam Hallinan. "Seven into Eight Will Go: Transition from Primary to Secondary School." Australian Educational and Developmental Psychologist 9, no. 2 (November 1992): 30–38. http://dx.doi.org/10.1017/s0816512200026663.

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ABSTRACTThis article reviews the relatively scanty literature on students' perception of transition from primary to secondary school. Students at one particular nonmetropolitan Queensland secondary school were surveyed for their reactions to an induction program, modelled on the Queensland Inter-year Program (McQuade, 1987). Specific aspects taken from the program included preparatory discussions led by the primary school class teacher, contact visits by staff and students both from and to the high school, and the consequent program. Recollected anxieties or concerns are explored in the light of students' perceptions six months after transition. Unanticipated problems from the students' perspective are also reviewed, as are the major support sources as perceived by students. Some suggestions are made for such programs in the light of this survey and the literature.

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Kakavoulis, Alexandros. "Motives for School Learning During Transition from Primary to Secondary School∗." Early Child Development and Care 145, no. 1 (January 1998): 59–66. http://dx.doi.org/10.1080/0300443981450105.

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Coffey, Anne. "Relationships: The key to successful transition from primary to secondary school?" Improving Schools 16, no. 3 (October 29, 2013): 261–71. http://dx.doi.org/10.1177/1365480213505181.

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Bartkowiak, M., S. N. Fisher, A. M. Guénault, R. P. Haley, G. R. Pickett, G. N. Plenderleith, and P. Skyba. "Primary and Secondary Nucleation of the Transition between theAandBPhases of Superfluid3He." Physical Review Letters 85, no. 20 (November 13, 2000): 4321–24. http://dx.doi.org/10.1103/physrevlett.85.4321.

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Burgess, Simon, Ron Johnston, Tomas Key, Carol Propper, and Deborah Wilson. "The transition of pupils from primary to secondary school in England." Transactions of the Institute of British Geographers 33, no. 3 (July 2008): 388–403. http://dx.doi.org/10.1111/j.1475-5661.2008.00305.x.

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Pearson, Natalie, Emma Haycraft, Julie P. Johnston, and Andrew J. Atkin. "Sedentary behaviour across the primary-secondary school transition: A systematic review." Preventive Medicine 94 (January 2017): 40–47. http://dx.doi.org/10.1016/j.ypmed.2016.11.010.

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Marshall, Nigel A., and David J. Hargreaves. "Crossing the humpback bridge: primary–secondary school transition in music education." Music Education Research 9, no. 1 (January 31, 2007): 65–80. http://dx.doi.org/10.1080/14613800601127536.

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Opitz, Sebastian T., Ute Harms, Knut Neumann, Kristin Kowalzik, and Arne Frank. "Students’ Energy Concepts at the Transition Between Primary and Secondary School." Research in Science Education 45, no. 5 (October 7, 2014): 691–715. http://dx.doi.org/10.1007/s11165-014-9444-8.

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Hopwood, Belinda, Ian Hay, and Janet Dyment. "Students’ reading achievement during the transition from primary to secondary school." Australian Journal of Language and Literacy 40, no. 1 (February 2017): 46–58. http://dx.doi.org/10.1007/bf03651983.

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Curson, Sally, Kevin Wilson-Smith, and Andrew J. Holliman. "Exploring the experience of students making the transition from primary school to secondary school: An interpretative phenomenological analysis of the role of friendship and family support." Psychology Teaching Review 25, no. 1 (2019): 30–41. http://dx.doi.org/10.53841/bpsptr.2019.25.1.30.

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The transition from primary to secondary school has long been recognised as one of the most challenging in a child’s education. Whilst most children ultimately make this transition successfully, it can nevertheless be an anxious time for the majority of children. For a minority, this may lead to high levels of anxiety that can have long-term negative impacts on mental health and wellbeing. Despite a plethora of research on transitions, current interventions are varied and largely ineffective with a lack of focus on the experience through the child’s eyes. This paper describes two core themes emerging from an interpretative phenomenological analysis (IPA) study that aimed to uncover the real-life experiences of nine pupils who had recently undergone this transition. Individual semi-structured interviews were conducted at the end of the first year at secondary school. Pupils were asked a series of open-ended questions about their experiences before, during, and after making this transition. Analysis showed that pupils worried about the transition very little whilst in primary school but that anxiety built over the summer break and continued into the start of Year 7. We present only two themes in this paper, (1) the role of Friendships and (2) Family Support, however, additional themes also emerged including Bullying, Teacher Style, Independence and Responsibility, Homework, and Mindset. Possible implications for schools and policy makers are detailed and areas for future research discussed.Keywords: transition; experience; school; primary; secondary; friendship; family support.

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Chang, H. C., M. Cheng, E. A. Demekhin, and D. I. Kopelevich. "Secondary and tertiary excitation of three-dimensional patterns on a falling film." Journal of Fluid Mechanics 270 (July 10, 1994): 251–76. http://dx.doi.org/10.1017/s002211209400426x.

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The primary instability of a falling film selectively amplifies two-dimensional noise down-stream over three-dimensional modes with transverse variation. If the initial three-dimensional noise is weak or if it has short wavelengths such that they are effectively damped by the capillary mechanism of the primary instability, our earlier study (Chang et al. 1993a) showed that the primary instability leads to a weakly nonlinear, nearly sinusoidal γ1 stationary wave which then undergoes a secondary transition to a strongly nonlinear γ2 wave with a solitary wave structure. We show here that the primary transition remains in the presence of significant three-dimensional noise but the secondary transition can be replaced by a selective excitation of oblique triad waves which can even include stable primary disturbances. The resulting secondary checkerboard pattern is associated with a subharmonic mode in the streamwise direction. If the initial transverse noise level is low, a secondary transition to a two-dimensional γ2 solitary wave is followed by a tertiary ‘phase instability’ dominated by transverse wave crest modulations.

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Jacobs-Nzuzi Khuabi, L., K. Ally, S. Khan, M. Moolman, A. Mustapha, and S. Parker. "Primary to secondary school transition of learners with traumatic brain injuries in the Cape metropolitan area: A learner perspective." South African Journal of Occupational Therapy 52, no. 2 (August 2022): 36–45. http://dx.doi.org/10.17159/2310-3833/2022/vol52n2a5.

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AIM: This study explores the lived experiences of adolescent learners with Traumatic Brain Injuries (TBI) from a low to middle-income context when they transition from primary to secondary school. An understanding of the insider perspective of this school transition process sought to illuminate the factors that facilitate or hinder learners' primary to secondary school transition. METHOD: An interpretive phenomenological research design was used. Four participants were purposively selected. The data collection method included semi-structured face to face interviews. Data were analysed inductively using Burnard's Framework. Four themes emanated from the data including: changes in functioning; personal resources; enabling external support structures and gaps in support structures. RESULTS: For learners with TBI, there are factors that facilitate a positive primary to secondary school transition including them drawing on personal resources and the support that they receive from enabling external support structures. Barriers to the school transition following a TBI, include the changes in physical, mental, and social functions that impact on adolescents' ability to fulfil their learner role as well as gaps in the provision of support within the multi systems within the learners' environment. CONCLUSION: Members of the multidisciplinary team, should adopt a learner-centred approach for interventions that seeks to prepare and support learners with TBI for their primary to secondary school transition. Planning the primary to secondary school transition should seek to prepare the learner, and those in the learner's context.

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Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (January 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.

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Fontaine, C., C. Connor, S. Channa, C. Palmer, and M. Birchwood. "The impact of the transition from primary school to secondary school on young adolescents." European Psychiatry 41, S1 (April 2017): S179—S180. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2086.

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IntroductionPrevious research suggests that adult anxiety disorders begin in adolescence and the transition from primary school to secondary school is the first challenge many young adolescents face, which could test their resilience for the first time.ObjectivesTo examine students’ anxiety scores before and after their transition, and what protective and risk factors are present during this challenge.AimsTo determine how the transition can impact anxiety in children, and if protective factors can help decrease the disruption that the transition can cause.MethodsOne hundred and eighty-four pupils completed questionnaires in their last term of primary school and during the first term of secondary school. At time 1: the attachment, school membership, and bullying and victimization measures were compared with pupils’ anxiety scores, along with whether their friends or siblings will be attending the same secondary school as them. These analyses will also be conducted once the pupils start secondary school, at time 2.ResultsSecure attachment was associated with lower anxiety and transition anxiety (F(2.56) = 7.255, P = .002; F(2.52) = 19.245, P = .000; F(2.181) = 10.181, P = .000; F(2.53) = 20.545, P = .000). School membership was associated with lower transition anxiety (F(2.181) = 4.151, P = .017; F(2.181) = 3.632, P = .028). Low victimisation was also associated with low anxiety and transition anxiety (F(2.181) = 14.024, P = .000; F(2.181) = 14.529, P = .000; F(2.181) = 9.381, P = .000).ConclusionsThese preliminary results suggest that attachment, school membership and victimisation all impact on pupils anxiety before they transition to secondary school. Therefore, schools could work together to increase school membership and decrease victimisation, particularly for pupils who they suspect will struggle with the transition.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Choi, Kathy Y. K. "Supporting transition from primary to secondary school using the Protective Behaviours programme." Educational and Child Psychology 29, no. 3 (2012): 27–37. http://dx.doi.org/10.53841/bpsecp.2012.29.3.27.

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Research has highlighted the potential negative impact of the transition from primary to secondary school (e.g. Galton, Morrison & Pell, 2000). The present study examined whether the transition from primary to secondary school would negatively impact on pupils’ attendance and academic achievement. In addition, it explored whether the Protective Behaviours (PBs) programme (that aims to empower anyone to identify and deal with unsafe situations; Flandreau-West, 1989, cited in Mazzucchelli, 2001) could ease pupil difficulties associated with transition to secondary school and would have a positive effect on achievement and attendance. The study sample comprised 37 Year 7 pupils who did not receive the PBs programme (the control group) and 37 pupils who received the PBs programme at the final half-term of Year 6 (the PBs group). Both groups were matched according to age and gender. The results indicated that both groups of pupils showed a significant increase in unauthorised absence during the first half-term of Year 7; however, this increase was significantly lower for pupils in the PBs group during this period. There was no group difference in achievement over this period. The findings present preliminary evidence in support of the use of the PBs programme as a transition programme in terms of fostering pupils’ resilience against unauthorised absences. Study limitations and suggestions for future research are discussed.

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Chaidi, Irene, and Lizeta N. Bakola. "Transitions of Students with Special Needs from one grade to the next: Theoretical Framework and the role of ICTs." Research, Society and Development 11, no. 16 (December 15, 2022): e479111638319. http://dx.doi.org/10.33448/rsd-v11i16.38319.

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According to researchers, the transition of all students from primary to secondary education represents a passage, a challenging change, but also an opportunity for change with consequences for the student's cognitive, emotional, and psychosocial areas of development. This transition also happens to coincide with the person's critical developmental stage, the start of adolescence. The issue is tackled from a multidisciplinary perspective and affects a large number of teachers, parents, psychologists, specialist educators, and most importantly the kids themselves. This study conducts a bibliographic assessment of the literature on the transitions of individuals with special educational needs, the challenges they encounter, and the contribution of ICT to a successful transfer. from the general or special school units of Primary Education in the comparable secondary school units Education.

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Marxen, Olaf, Gianluca Iaccarino, and Thierry E. Magin. "Direct numerical simulations of hypersonic boundary-layer transition with finite-rate chemistry." Journal of Fluid Mechanics 755 (August 14, 2014): 35–49. http://dx.doi.org/10.1017/jfm.2014.344.

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AbstractThe paper describes a numerical investigation of linear and nonlinear instability in high-speed boundary layers. Both a frozen gas and a finite-rate chemically reacting gas are considered. The weakly nonlinear instability in the presence of a large-amplitude two-dimensional wave is investigated for the case of fundamental resonance. Depending on the amplitude of this two-dimensional primary wave, strong growth of oblique secondary perturbations occurs for favourable relative phase differences between the two. For essentially the same primary amplitude, secondary amplification is almost identical for a reacting and a frozen gas. Therefore, chemical reactions do not directly affect the growth of secondary perturbations, but only indirectly through the change of linear instability and hence amplitude of the primary wave. When the secondary disturbances reach a sufficiently large amplitude, strongly nonlinear effects stabilize both primary and secondary perturbations.

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Rice, Frances, Terry Ng-Knight, Lucy Riglin, Victoria Powell, Graham F. Moore, I. Chris McManus, Katherine H. Shelton, and Norah Frederickson. "Pupil Mental Health, Concerns and Expectations About Secondary School as Predictors of Adjustment Across the Transition to Secondary School: A Longitudinal Multi-informant Study." School Mental Health 13, no. 2 (March 22, 2021): 279–98. http://dx.doi.org/10.1007/s12310-021-09415-z.

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AbstractThe transition from primary to secondary schooling is challenging and involves a degree of apprehension. The extent to which pre-existing mental health difficulties, as well as pupil, parent, and teacher concerns and expectations about secondary school predict adaptation to secondary school, is unclear. In a three-wave, prospective longitudinal study, we examined associations between pre-transition concerns and expectations about moving to secondary school with mental health difficulties and demographic factors. We then evaluated whether these constructs predicted multiple indicators of adaptive pupil functioning at the end of the first year of secondary school (academic attainment, classmate behaviour rating, school liking and loneliness at school). We found children’s concerns reduced across the transition period. Concurrent associations were identified between both concerns about secondary school and lower parent and teacher expectations that children would settle in well at secondary school, with mental health difficulties and special educational needs. Investigating associations with multiple indicators of adaptive functioning at secondary school, multivariable regression analyses controlling for a range of baseline factors (e.g. special educational needs), found children’s concerns about secondary school to be specifically associated with loneliness. In contrast, children’s mental health difficulties and both parent and teacher expectations of how well children would settle into secondary school were associated with a wider range of indicators of adaptive functioning at secondary school. When examining all predictors simultaneously, primary school teacher expectations showed longitudinal association with a wide range of indicators of successful transition. These findings suggest that assessing primary school teacher expectations may be useful for monitoring and supporting pupils through this transition period and could usefully inform school-based interventions to support transition and mental health.

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Lazimov, Tahir, and Samira Gahramanova. "IN TECHNO-SPHERE SECONDARY CIRCUITS." International Conference on Technics, Technologies and Education, no. 1 (2018): 100–104. http://dx.doi.org/10.15547/ictte.03.001.

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Electromagnetic compatibility in techno-sphere used to be evaluated by the magnitude of longitudinal electromotive force induced in secondary circuits (automation, communication, relay protection, telemechanics, railway alarm and high-voltage interlock and other ones). Subsequent experience has shown insufficiency of such an evaluation because that providing permissible or even lesser values of voltages induced in secondary circuit could not always prevent damages of their elements. Generally speaking, design of secondary circuits and their elements based on taking into consideration just permissible induced voltages cannot provide electromagnetic compatibility especially at transitional modes of primary circuits (short circuits, lightning stroke etc). So there have been working some new approaches to the problem via taking into consideration dissipation of so called influence energy (i.e. additional energy appeared in the secondary circuit due to transition taken place in the primary circuit). This paper presents a new method to evaluate dissipation of influence energy in techno-sphere’s secondary circuits. The method is based on the integration of complex density of the current amplitude. A formula for determination dissipated energy for the case of rectangular pulse got in the paper expresses it via current, resistance and pulse’s duration.

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O’Connor, Hilary, and Paul Flynn. "Supporting the Transition from Primary to Postprimary Education in 2021: Perspectives from Irish Postprimary Practitioners." Education Sciences 11, no. 9 (September 15, 2021): 546. http://dx.doi.org/10.3390/educsci11090546.

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The transition from primary to postprimary education is a significant milestone in children’s education and can be characterised by the multiple challenges that they experience, specifically the move from childhood to adolescence, from one institutional context to another, and from established social groups into new social relations. This research employs a theoretical framework that describes this transition from the perspective of secondary school inservice practitioners as they aim to help students to make a successful transition. An incremental, sequential mixed-methods data collection strategy took the form of an exploratory survey followed by qualitative semistructured interviews. Current transition practices in the context of the challenges presented in Irish secondary schools are reported on in five key areas: administration, social and emotional supports, curriculum support, pedagogical support, and management/autonomy of learning. The findings of this research also highlight a need to reflect on the purpose and timing of current practices, along with calls for continuing professional development programmes to be developed that specifically target the challenges faced by Irish inservice teaching practitioners. It is hoped that this paper will spark discourse relating to the development of transitional supports for students and associated training for those who are best placed to provide those supports.

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Kovacevic, Mary P., Paul M. Szumita, Kevin M. Dube, and Jeremy R. DeGrado. "Transition From Continuous Infusion Fentanyl to Hydromorphone in Critically Ill Patients." Journal of Pharmacy Practice 33, no. 2 (July 11, 2018): 129–35. http://dx.doi.org/10.1177/0897190018786832.

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Background: The 2013 Society of Critical Care Medicine guidelines for the management of pain, agitation, and delirium in adult intensive care unit (ICU) patients recommend intravenous opioids as first-line therapy to treat nonneuropathic pain. There is a paucity of literature describing possible benefits of utilizing specific opioids over others in ICU patients. Objective: The objective was to identify rationales for the transition from continuous infusion fentanyl to continuous infusion hydromorphone in critically ill patients. Methods: This was a single-center, prospective, observational analysis of adult ICU patients who were transitioned from fentanyl to hydromorphone. The major end point was to characterize the primary reason for transition. Minor end points included secondary reason(s) for transition, transition dosing, changes in continuous sedative requirements, and level of sedation. Results: Forty-six patients were included in the analysis. The primary rationale for transition was ventilator compliance (28.3%), followed by tachyphylaxis or better pain control (19.6%), and reduction in sedatives (13.0%). The most common secondary reason(s) for transition included reduction in sedatives (47.8%), opioid rotation (32.6%), and obesity (30.4). Median fentanyl rate of 100 µg/h was transitioned to 1 mg/h of hydromorphone. The percentage of patients requiring the use of continuous sedatives was decreased in the 24 hours following transition ( P = .005); however, patients were more deeply sedated ( P = .02). Conclusion: Rationales for transition were to improve ventilator compliance, optimize patient-specific pharmacokinetics, and limit overall sedative exposure.

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Søborg, Marie-Louise Kulas, Anja Sofie Petersen, Nunu Lund, Malthe Faurschou Wandall-Holm, Rigmor Højland Jensen, and Mads Barloese. "Transition of cluster headache phenotype: An interview-based study." Cephalalgia 43, no. 1 (January 2023): 033310242211282. http://dx.doi.org/10.1177/03331024221128287.

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Background Cluster headache exists diagnostically in a chronic and episodic variant between which patients can convert. We aimed to describe how many patients change phenotype, elucidate possible factors associated with this transition and identify differences in clinical features between primary and secondary phenotypes. Methods 540 well-defined cluster headache patients according to current ICHD-criteria completed a cross-sectional semi-structured interview. Results Total transition-incidence for the cohort was 20.7%. Conversion from chronic to episodic was reported by 6.3% and transition from episodic to chronic by 14.4% with attack side shift as a possible predictor (p = 0.007). Compared to primary chronic patients, secondary chronic patients had more frequent (60 vs 34 per month, p = 0.0487), but shorter (60 vs 90 minutes, p = 0.041) attacks. Secondary episodic patients experienced shorter remission periods than primary episodic patients (6 vs 11 months, p = 0.010). Treatment response was poor in all groups and only one third had effective prevention. Conclusion Cluster headache is a fluctuating disorder with a fifth of our cohort having experienced at least one phenotype change during course of disease. Apart from attack side shifts, no predictors for transition were identified. Severity differed between primary and secondary subtypes. Overall, there is an urgent need for better understanding of cluster headache.

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Tsukerman, G. A. "The Transition from Primary School to Secondary School as a Psychological Problem." Russian Education & Society 45, no. 5 (May 2003): 31–56. http://dx.doi.org/10.2753/res1060-9393450531.

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Marshall, Nigel A., and David J. Hargreaves. "Teachers’ views of the primary–secondary transition in music education in England." Music Education Research 10, no. 1 (March 2008): 63–74. http://dx.doi.org/10.1080/14613800701871389.

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JAGO, RUSSELL, ANGIE S. PAGE, and ASHLEY R. COOPER. "Friends and Physical Activity during the Transition from Primary to Secondary School." Medicine & Science in Sports & Exercise 44, no. 1 (January 2012): 111–17. http://dx.doi.org/10.1249/mss.0b013e318229df6e.

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Graham, Suzanne, Louise Courtney, Alan Tonkyn, and Theodoros Marinis. "Motivational trajectories for early language learning across the primary-secondary school transition." British Educational Research Journal 42, no. 4 (April 1, 2016): 682–702. http://dx.doi.org/10.1002/berj.3230.

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van Rens, Marlau, Carla Haelermans, Wim Groot, and Henriëtte Maassen van den Brink. "Girls’ and Boys’ Perceptions of the Transition from Primary to Secondary School." Child Indicators Research 12, no. 4 (August 14, 2018): 1481–506. http://dx.doi.org/10.1007/s12187-018-9591-y.

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Kapasi, Tasnim, and Rebecca Hancock. "Transition from primary to secondary school for pupils with Special Educational Needs." DECP Debate 1, no. 118 (June 2006): 19–22. http://dx.doi.org/10.53841/bpsdeb.2006.1.118.19.

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Ridley, Kate, and James Dollman. "Changes in Physical Activity Behaviour and Psychosocial Correlates Unique to the Transition from Primary to Secondary Schooling in Adolescent Females: A Longitudinal Cohort Study." International Journal of Environmental Research and Public Health 16, no. 24 (December 6, 2019): 4959. http://dx.doi.org/10.3390/ijerph16244959.

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Few studies have investigated physical activity changes over the transition from primary to secondary school. This study assessed change in physical activity and the psychosocial correlates across 12 months in two cohorts of adolescent girls, who were either in primary school in year 1, moving to secondary school in year 2 (Transition cohort) or an older cohort (Secondary cohort) who remained in early secondary school. Female adolescents (n = 191; 38% response rate) in South Australia self-reported physical activity and psychosocial correlates of physical activity. Changes between baseline and 12-month follow-up were assessed using paired t-tests. Multiple regression modelling identified psychosocial predictors of physical activity change. Physical activity declined in the transition but not the secondary cohort. The decline was most pronounced during school break times. Independent predictors of physical activity change were: change in enjoyment in the transition cohort; and changes in enjoyment, perceived outcomes, and friend encouragement in the secondary cohort. Transitioning from primary to secondary school is a critical period during which physical activity typically declines, particularly among females. Effective physical activity promotion in this vulnerable group will depend on a deeper understanding of the sociocultural, curricular and environmental influences on physical activity that are unique to each school context.

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Journal articles on the topic 'Primary to secondary transition'

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