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1
Young, Janelle Patricia, i n/a. "Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061025.140003.
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This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents' perceptions of their children's personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children's measures of literacy achievement. Their perceptions were found to be accurate. Parents supported children's literacy growth at home in both the prior-to-school period and throughout Year 1. Teachers reflected on children's characteristics as members of their classes and on their knowledge of children's preparation for literacy. Generally, their predictions of literacy success were based on unsustainable connections with children's ability to concentrate, follow directions and stay on task. Children demonstrated a broad range of understandings about literacy in the prior-to-school period and teachers failed to acknowledge the extent of these. Children's prior-to-school understandings relating to the alphabet, environmental print, concepts about print and phonological awareness all predicted later literacy achievements. Alphabetic knowledge and environment print were found to be the strongest predictors. Results showed few significant school, age, home or gender effects. However, children's prior-to-school understandings of literacy were shown to predict later literacy achievement. Those with the greater level of knowledge prior-to-school generally maintained that advantage when later literacy achievements were measured.
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Young, Janelle Patricia. "Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367304.
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This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents' perceptions of their children's personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children's measures of literacy achievement. Their perceptions were found to be accurate. Parents supported children's literacy growth at home in both the prior-to-school period and throughout Year 1. Teachers reflected on children's characteristics as members of their classes and on their knowledge of children's preparation for literacy. Generally, their predictions of literacy success were based on unsustainable connections with children's ability to concentrate, follow directions and stay on task. Children demonstrated a broad range of understandings about literacy in the prior-to-school period and teachers failed to acknowledge the extent of these. Children's prior-to-school understandings relating to the alphabet, environmental print, concepts about print and phonological awareness all predicted later literacy achievements. Alphabetic knowledge and environment print were found to be the strongest predictors. Results showed few significant school, age, home or gender effects. However, children's prior-to-school understandings of literacy were shown to predict later literacy achievement. Those with the greater level of knowledge prior-to-school generally maintained that advantage when later literacy achievements were measured.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
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Kohl, Kathryn L. "Identity, purpose, and change : a study of continuity and discontinuity in young literacy learners' transition from home to school". Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286881.
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Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.
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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college.Department of Educational Studies
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Phatudi, Nkidi Caroline. "A study of transition from preschool and home contexts to Grade 1 in a developing country". Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-134056.
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Maduka, Grace U. "Transition from school to work". Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.
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Stec, Sandra M. "Transition from Geriatric Assessment and Rehabilitation Units to home". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62853.pdf.
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Ahola-Sidaway, Janice Ann. "Student transition from elementary school to high school". Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72833.
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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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Kihlgren, Annica. "Older patients in transition : from home care towards emergency care /". Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-271-3/.
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Duncan, Marie Theresa. "Alzheimer's Disease Caregivers: The Transition from Home Care to Formal Care". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/3228.
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When family members no longer have the capacity to meet Alzheimer's Disease (AD) caregiving demands at home, a move to a nursing home or other formal care facility becomes the only solution.
Recognizing this as a time of transition, three research questions were identified: (1) What do family caregivers to AD individuals experience as they shift their caregiving from home to formal care settings? (2) How does caregiving in formal care differ from caregiving at home? and (3) How do family caregivers perceive the relationships that develop between families and formal care staff? Specific attention was paid to the experiences of spouses and adult children.
Using a qualitative approach, two specific bodies of data were investigated. First, transcripts of a series of 30 focus groups with 179 caregivers, and second, ten follow-up interviews were analyzed.
Both spouses and adult children overwhelmingly identified physical exhaustion and often emotional exhaustion as the pervasive common experience. After reaching this state, caregivers identified the pivotal nature of events in contributing to placement. These kinds of events turn out to be more like turning points than crises.
Caregivers in this study identified five themes that were influential in their decision-making process. In order of their importance to the caregivers, they were: events, the health care system, caregiver-care receiver relationship, support, and options and availability.
A male spouse caregiver was likely to cite a turning point event centered on an incontinence problem, while for a female spouse caregiver, it was an AD safety issue. The health care system was usually a negative influence and served to delay the placement decision. Immediately, after placement, family caregivers noted shifts in control, involvement and personal reorganization.
Family caregivers frequently noted the development of a caregiving relationship with staff. The individuals whom the family caregivers mentioned most often were the aides. Their bottom line was that staff deliver quality care, which they equated with caring about the resident rather than only taking care of them.
The findings from this study have implications for theory development, family caregivers, formal care staff, and health care policy.
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Hayward, Christine R. "A home away from home? : the transitions of older people within two new zealand retirement villages". Thesis, University of Canterbury. Social and Political Sciences, 2012. http://hdl.handle.net/10092/10358.
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This study explores the experiences of retirement village residents as they move from an independent to a supported living environment within a retirement village. It focuses on residents’ perceptions of their transitions and adopts a qualitative approach to understand the nature of their transitions and the way in which they are experienced. A grounded theory framework is used in order to capture the meanings that participants apply to concepts such as home, and to the physical, social, personal and veiled spaces in which they live.
The findings from the study reveal that as residents’ health fails, the impact of increasing dependence is such that their sense of social and personal autonomy is gradually eroded. The research also provides insights into residents’ expectations and fears surrounding end of life. In many ways the experiences of the residents in supported living environments do not differ greatly from those of residents in any aged care facility. One major finding of this research, however, is the debilitating impact on well-being that occurs as a consequence of these transitions from independent to supported living, taking place within one physical location – the retirement village – a physical space which promises prospective residents the opportunity for active and positive ageing.
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Ross, Shane. "School work environment : transition from education to practice". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.
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Hamilton, R. Mark. "Transition from elementary school to middle school a model for success /". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999hamiltonr.pdf.
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Goudie, Beth Ann. "The transition from hospital to home following coronary artery bypass graft surgery". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22742.pdf.
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Lam, Mei Seung. "Transition from home to kindergarten : case studies of young children's strategic actions". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615051.
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Regner, ChristiAnne M. "An inside look at the transition from elementary school to middle school". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004regnerc.pdf.
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Anh, Nguyen Ngoc. "Transition from school to work : high school dropouts, first destination from high school and time to first job". Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.
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Reynolds, Molly A. "Trapped in Transition: Examining first-semester college students’ discursive struggles about home and school". UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/8.
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The study examines how messages to, from, and concerning home may impact first-semester college student retention. The current study extends previous retention research in several ways. Rather than collect data regarding retention after students drop out, this study analyzed free write responses of 135 participants while they were enrolled in 15 sections of CIS 110 (Composition and Communication I) throughout the course of the Fall 2010 semester. Using relational dialectics theory (RDT) (Baxter & Montgomery, 1996) as a sensitizing framework, this study identified three discursive struggles and associated radiants of meaning present in the free write responses of these 135 first semester college students. Specifically, students identified experiencing the discursive struggles of independence, integration, and expression during the first semester of college. Non-returning students also identified these same three discursive struggles. However, non-returning students identified the discursive struggle of expression much more than did the returning students. Ultimately, this dissertation study proposed practical implications for students, parents, and the academy regarding how messages to, from, and about home might impact the transition of first-semester students from high school to college.
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Bravo, Daniela. "Parents' perspectives of undocumented students' transition from high school". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.
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The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including impotencia, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking information about educational and immigration options. Parents spoke of instilling in their children a drive to not give up despite the barriers ahead of them. Several mentioned that their undocumented children's experiences inspired their other children to succeed. The results suggest that social workers should provide information and counseling to these families and should advocate for policy changes to help this vulnerable population.
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Worth, Sean. "Youth employability in the transition from school to work". Thesis, University of Bath, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413907.
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Parks, LaVasa Tiny'a. "Upward Bound Graduates Transition From High School to College". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7418.
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Some first-generation and low-income students enrolled in an Upward Bound (UB) program in a university in the southeastern United States are not prepared to transition from high school to college; therefore, they may need additional guidance, support, resources, and tools to help them with the process. For this reason, precollege programs such as the UB program were designed to prepare first-generation, low-income students for transitioning from high school to college. The purpose of this bounded qualitative case study was to describe first-generation, low-income students' perspectives of the UB program. The conceptual framework for this case study was Tinto's student integration model. Purposeful sampling was used to select 7 UB graduates who were enrolled in the program for at least 2 years. Opened-ended interview questions were used to gather data for open coding and axial coding data analysis process. The results of this study were used to develop an UB Report which described UB gradates' perspectives of the program. Included in the report are the findings, which revealed that UB graduates identified benefits (motivation, social exposure, and student experiences) and resources (services and guest speakers) as major components of the program that contributed to their transition from high school to college. Reporting the perspectives of UB graduates will help UB directors and secondary and postsecondary administrators better understand how the UB program positively affects first-generation, low-income students' successful transition from high school to college.
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Lester, Leanne J. "Bullying and the transition from primary to secondary school". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/546.
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Peer relationships within the school environment are one of the most important determinants of social and mental wellbeing for adolescents and as such, schools have become increasingly aware of the prevalence, seriousness and negative impacts of bullying behaviour. The transition from primary to secondary school provides both challenges and opportunities as many adolescents undergo transition while experiencing environmental, physiological, cognitive and social changes as part of the adolescent development process. This is also a period during a student’s school life when their risk of being bullied is higher than at other times.
The aim of this study was to use longitudinal data to examine bullying experiences and their temporal association with other problem behaviours, social and mental health during the transition period from primary to secondary school. The findings from this research will facilitate the development of empirically grounded recommendations for effective school policy and practice to help reduce the bullying experiences and enhance the social and mental health of adolescents who are transitioning from primary school to high school.
Longitudinal data collected during the Supportive Schools Project (SSP) were used to address the aim of the study. The SSP project recruited 21 Catholic education secondary schools in Perth, Western Australia, and tracked 3,459 students from the last year of primary school (Year 7) to the end of the second year of secondary school (Year 9). The SSP aimed to enhance the capacity of secondary schools to implement a whole-of-school bullying reduction intervention. Students completed a self-administered questionnaire on four occasions that allowed for a longitudinal assessment of their knowledge, attitudes, and bullying experiences during the transition from primary to secondary school.
This research comprised four stages. The predictive relationship of bullying perpetration and victimisation and the future level of involvement in other problem behaviours were explored in Stage 1 of this research. Stages 2 and 3 investigated the direction and strength of the relationships between social and mental health factors (e.g., loneliness at school, connectedness to school, peer support, safety at school, depression and anxiety) and bullying victimisation during early adolescence, and determined the most critical time to focus school-based social health and bullying intervention programs. Stage 4 investigated the social health predictors and mental health outcomes of chronic victimisation over the primary to secondary school transition period.
Six research questions were tested as part of this research and are reported in a series of five peer-reviewed publications. The first research question, (Does the level of bullying involvement predict level of engagement in problem behaviours?) was addressed in Stage 1. Results from Stage 1 found high correlations between cyberbullying and traditional forms of bullying, and found levels of traditional victimisation and perpetration at the beginning of secondary school (Year 8) predicted levels of engagement in problem behaviours at the end of Year 9. Cyberbullying was not found to represent an independent risk factor over and above levels of traditional victimisation and perpetration for higher levels of engagement in problem behaviours. Stage 1 results highlighted the importance of reducing the frequency of bullying prior to and during transition to lessen the likelihood of future involvement in bullying and other problem behaviours. Knowledge of the temporal relationships between social and mental health and bullying experiences over the transition period may allow for early intervention to address bullying, which in turn, may lessen the likelihood of involvement in other problem behaviours. These results from Stage 1 led to Stages 2 and 3.
Stage 2 addressed the relationship between social health and bullying experiences, answering Research Questions 2 and 3 (What is the temporal association between peer support, pro-victim attitudes, school connectedness and negative outcome expectancies of bullying behaviour and perpetration-victimisation over the transition period from primary to secondary school?; What is the temporal association between social variables such as connectedness to school, peer support, loneliness at school, safety at school and victimisation during and following the transition period from primary to secondary school?). Stage 3 involved examining the temporal relationship between mental health and victimisation addressing Research Question 4 (What is the temporal association between mental health and bullying victimisation over the transition period?). The significant reciprocal associations found in the cross-lag models between bullying and social and mental health indicate social and mental health factors may be both determinants and consequences of bullying behaviours (Stages 2 and 3). Based on the magnitude of the coefficients, the strongest associations in the direction from victimisation to the social health variables occurred from the beginning to the end of Year 8, suggesting these relationships may already be well established for some students by the time they complete primary school. Reducing students’ victimisation in Year 8 may, therefore, protect students from poorer social and mental health outcomes during the first and subsequent years of secondary school.
Understanding the social health predictors and mental health outcomes of those chronically victimised over the transition period led to Stage 4 of this research. Stage 4 answered Research Questions 5 and 6 (How do social variables such as connectedness to school, peer support, loneliness at school, and safety at school predict class membership in bullying victimisation trajectories over the transition period?; Can class membership in bullying victimisation trajectories predict mental health outcomes such as depression and anxiety?). Using developmental trajectories of victimisation during and following the transition from primary to secondary school, adolescents were assigned to non-victim, low, increasing and stable victimisation groups. Adolescents with poorer social health were more likely to be in the increasing and stable victimised groups than in the not bullied group. Students in the low increasing victimised group had poorer mental health outcomes than those in the stable and not bullied groups. Unexpectedly, the impact of victimization onset at the start of secondary school had a greater impact on mental health than prolonged victimisation beginning at an alternative developmental stage. The results of Stage 4 reiterate the importance of intervening to reduce bullying prior to and during the transition period.
There are limitations which may affect the validity and generalisability of these research findings. Threats to the internal validity of this study include data collection methods, selfreport data, measurement limitations, and attrition. The causal links and trajectory groups were studied over a relatively short, but critical, social time period consisting of immense social growth and development of social skills and relationships. For some students, the associations studied may have been well established prior to their involvement in the study.
These findings collectively suggest that by secondary school bullying behaviours and outcomes for students are fairly well established. Prior to transition and the beginning of secondary school appears to be a critical time to provide targeted social health and bullying intervention programs. The results of this study have important implications for the timing of school-based interventions aimed at reducing victimisation and the harms caused by long-term exposure.
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Brown, Jenna. "From home to university: an interpretative phenomenological analysis of students' experiences of transition". Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658835.
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Up to 50% of young people in the UK attend university on leaving school (Adams, 2013). Although different aspects of this transition have been examined empirically, little attention has been paid to how young people experience it, despite the finding that almost 30% of students exhibit clinical levels of distress during their time at university (Kerr, 2013). The present study used qualitative methods to explore how individuals make sense of their experience of the transition to university. Ten undergraduate students (7 women, 3 men) were interviewed, and their responses analysed using Interpretative Phenomenological Analysis (IPA; Smith, Flowers & Larkin, 2009). IP A seeks to provide a psychological interpretation of participants' experiences and identify commonalities between different accounts, whilst remaining grounded in the ideo graphic experiences of individuals. Four super-ordinate themes were produced for men, and four for women. Four whole-group themes were also produced. All participants talked about establishing a secure base at university, finding a secure base in new friendships at university, development and personal growth, and coming to terms with the reality of university life. These applied to both men and women, but men emphasised the importance of personal growth and shaping their self-development, whilst women prioritised developing a sound social platform. A discussion of these themes in relation to extant literature is then presented, followed by a critique of the present study. Recommendations for further research are also made, and implications for policy and practice are explored. The importance of expanding this area of study is also emphasised.
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Jones, Irving Cornelius Sr. "Case Studies of Students Transitioning From an Alternative School Back Into High School". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28981.
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The purpose of this study is to identify critical elements that impact the transition of students who return from an alternative program back into their high school. In order to address the purpose of this study the following research questions have been investigated:
a. What are the critical elements that are reported as having impacted students' success or failure in making the transition from an alternative program back into high school?
b. What types of intervention strategies occur when students return to high school from alternative programs?
c. How are students returning from alternative programs achieving in terms of their grades, attendance and behavior?
In this study students and parents, along with administrators, counselors and teachers, share their understandings about the value of interactions and interventions. Their descriptions will help explain why some students achieve success and why some experience failure when they return to high school from an alternative setting.Ed. D.
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Sauve, Caroline. "The Experience of Individuals Transitioning from In-Center Hemodialysis to Home Dialysis After a Suboptimal Start: A Mixed-Method Study". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33423.
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Background It is estimated that up to 50% of individuals begin dialysis with a suboptimal start.
Objective To explore the transition to home dialysis, with a special emphasis on this transition after a suboptimal start.
Methods A two-phased mixed methods study including: 1) a scoping review and meta-synthesis on the facilitators and barriers to home dialysis and 2) a qualitative study using thematic analysis on the transition to home dialysis after a suboptimal start.
Findings 12 studies were included in the scoping review. Principle facilitators and barriers included Support, Burden of Care, and Disruption of Life. Six individuals were included into the qualitative phase. Through their interviews, they expressed the importance of the timely delivery of information, support, living with loss, managing fear, living with hope, and learning to live with dialysis.
Conclusions The facilitators and barriers to home dialysis were similar in both studies suggesting that the transition to home dialysis is similar regardless of the nature of dialysis start. Several subthemes obtained from the qualitative study however revealed that a suboptimal dialysis start entails unique challenges, requiring the delivery of more support and education.
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Young, David C. "The transition from denominational to linguistic school boards in Quebec". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ65531.pdf.
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McCulloch, Margaret. "From school to faculty : stories of transition into teacher education". Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1273/.
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Greater centralised control over teacher education across the United Kingdom over the past twenty years or so, driven by neo-liberal managerialist approaches to education in general and the ‘standards’ agenda in particular, has led to a discourse of competence-based preparation for teaching. The locus of all teacher education in Scotland has moved from ‘colleges of education’ and become firmly situated within university faculties or schools of education; achieving the Standard for Initial Teacher Education is inextricably linked with an undergraduate degree or post-graduate qualification. Thus school teachers who make the move into teacher education must enter the different world of Higher Education. This professional doctoral thesis had the aim of identifying key issues in the transition of teachers from a school setting to working as teacher educators in a university Faculty of Education and investigates the experiences of a group of educators, including the author, who moved from teaching posts in schools or local authorities into teacher education in a single Scottish faculty of education within a year of each other. Through examining the narrations of their transition into the world of Higher Education, gathered after approximately three years in post, issues of professional identity and its construction, conceptualisations of learning and teaching in HE, and factors relating to induction and ongoing professional development for those entering the new work context are identified. Some of the particular moral and ethical considerations in relation to ‘insider research’ are highlighted throughout the thesis, and there is reflection on the process of the research itself, with significant analysis and justification of the narrative approach used in the project. While the experiences of the participants mirrored those of new teacher educators in England and Wales, the small-scale nature of this project allowed a closer look to be taken at some of the individual factors which impact both on transition into HE and on the development of professional identity of educators. Comparisons are drawn between political and professional factors impacting on teacher educators in Scotland and England. In addition, issues relating to the development of research cultures in relatively new faculties of education have been identified. The stories told by the participants reveal some interesting and important issues. They suggest that the teachers were surprised by the extent to which the culture of Higher Education is different from schools; this leads to some initial, unexpected, difficulties in the new post. On the other hand, however, they demonstrate that most did not feel that their role as ‘teacher’ had significantly changed with the move into Higher Education (HE), and expressed professional identities did not tend to be located in HE. Issues relating to the structure of the faculty are identified as being relevant to this. In addition, it is suggested that the role of ‘university teacher’, taken on by most participants, is an important factor in limiting the sense of movement into a different context. Some of the narrations revealed a strong sense of hierarchy amongst the different educational sectors. Also evident is the fragile nature of teacher confidence which, it is suggested, is due to a significant extent to the way in which teachers’ lives and work are organised, both within institutional structures and also in relation to society’s changing perspectives on the teaching profession. Importantly, this research identifies that connection to individual disciplines seems to be fundamental to the professional identities of participants, both before and after the move to Higher Education. Most took on roles located in particular curricular areas and tended to have little engagement with issues relating to ‘education’ or to teacher education as subjects in themselves. It is argued that this is likely to sustain the gap between the theory and practice of education in the minds of both staff and students. In addition, it is suggested that, when new teacher educators enter particular ‘communities of practice’ (Wenger, 1998) linked to disciplinary ‘tribes’ (Becher & Trowler, 2001), assumptions, implicit theories and recurrent practices relating to learning and teaching within specific disciplines may not be identified or critiqued beyond each particular group. These findings lead to the conclusion that in addition to extending their knowledge of learning and teaching into the context of HE on transition, teacher educators should have opportunities during induction and in ongoing professional development to reflect on and develop their understanding of the pedagogy, discourse and philosophy of teacher education, and the discipline of education itself.
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Slaughter, Katherine Alice. "Mapping the transition : content and pedagogy from school through university". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7618.
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A study has been carried out at the University of Edinburgh in order to examine how physics students’ abilities and attitudes towards study change during their time at university. This is a large topic with numerous possible avenues of research, as a result the field has been narrowed for this thesis in order to focus on three main subject areas; how students adapt during the transition from school to university, how students attitudes towards studying physics change during an undergraduate degree and, finally, student data handling skills in the undergraduate laboratory with links to whether student perceptions of their data handling skills are consistent with their ability. It has been found that students may face difficulties going from school to university study. Students potentially face gaps in their prior learning due to differences in school leaving qualification syllabi, which is compounded by instructors having expectations of student ability that are higher than student actual ability. It has been seen that students become less positive in their attitudes towards study over the course of their first year of instruction, potentially due to a drop in confidence. In the subject area of attitudes towards study, longitudinal studies have been carried out in order to examine the expert-like thinking of students. Results gathered are suggestive of a selection effect with the most expert-like thinkers possessing levels of expert thinking similar to those of physics instructors, even when initially entering the degree program. Investigation of student laboratory work has shown that there is a large gap between student estimations of their own ability and the reality of such skills. This has been demonstrated by contrasting the results of surveys examining student perceptions towards practical work with data gathered from a data handling diagnostic test that has been designed and implemented as part of this thesis.
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Furlong, A. J. "The effects of youth unemployment on the transition from school". Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/7938.
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Much of the literature on the transition of young people from school was undertaken at a time when employment opportunities for young people were quantitively and qualititavely different from the 1980's. This thesis uses data collected in a longitudinal study in order to examine the youth transition in the 1980's. The young people whose experiences are studied, follow various post-sixteen routes. Not all the young people in this study have direct personal experience of unemployment, yet high levels of youth unemployment in a local labour market are shown to have far reaching consequences. On an empirical level, this thesis makes a number of contributions to sociological and social-psychological knowledge of the transitional period. It examines the relationship between schooling and the local labour market, paying particular attention to the development of occupational aspirations. It looks at the development of work attitudes and shows how young people may develop "image maintenance" strategies in order to maintain their aspirations in the face of adversity. On a theoretical level, the thesis enhances sociological understanding by using an experiencial dimension to bridge the gap between the structural approaches which are often neglectful of the effects of human action and interpretive approaches which are sometimes guilty of neglecting the very real constraints on action. In doing so, it goes some way towards bringing together theoretical traditions which have long been seen as irreconcilable.
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Kirton, Derek. "The transition from school to work in the Durham Coalfield". Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6786/.
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This study examines via questionnaire and interview data, various aspects of the transition from school to work experienced by young people in the Durham Coalfield during the 1980s. The aspects covered are those of education and careers guidance, unemployment, occupational choice, experience of work and its financial rewards, trade unionism, changes in family and leisure patterns, migration and certain political issues relating to youth unemployment. Analysis of data from prospective school leavers and young workers relating to these areas form the bulk of the study, but the context(s) foranalysis are also of crucial importance. Data are analysed within two related contexts. The first is that of the history of the Coalfield - its economy and culture, class structure, sexual divisions and internal spatial variations. Particular attention is given to the decline of an economy based on coal and steel, and the rise of a 'branch plant' economy where factory employment suffers from considerable instability. The recent collapse of the youth 1 abour market and its progressive replacement by state sponsored schemes provide the immediate context for the study. A second concern is to relate study of the transition to three major debates with industrial sociology, namely those relating toorientations to work, to labour market divisions and the issue of a 'dual labour market', and to the arrival of a 'post-industrial' society. Throughout, a critique is offered of empiricist and reductionist accounts of the transition and an attempt is made to provide a more adequate analysis based on concerns with structure, consciousness andaction as catalogued in the testimony of prospective school leavers and young workers. It is also argued that the exchange of labour-power provides a crucial element in the framework for understanding the transition.
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Moir, Leah. "Preparing for career without school: The experiences of home educating families in Australia". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/236548/1/Leah%2BMoir%2BThesis%282%29.pdf.
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This study explores the approaches and methods used by home educating parents to facilitate their child's transition to tertiary education and the working world. These parents provided capital through autonomy, self-exploration, and community experience. Their methods included a strong advocational element to provide opportunity for the young person. Although divergent from mainstream pathways, their methods proved sufficient to facilitate a successful transition for the young person to tertiary education and the working world.
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Ellman, Emalda Rochelle. "Transition from special school to post school in youth with intellectual disability: Parents' experiences". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14260.
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Transitions from one life stage to the next are considered to be a normal part of every person's life. Transitions have been described as important landmarks in the educational career of youth, as successful transitions prepare them for adult life. When youth with disabilities leave school, the transition to post school does not occur naturally. Research has found that youth with intellectual disabilities and their families find the transition from school to post school to be challenging. In South Africa, Education White Paper 6 on special needs represents the country's plan for addressing shortcomings in the education system. There is still very little information available on the preparation of intellectually disabled youth for their post school future in the South African context. Consequently, parents of intellectually disabled youth face tremendous challenges when their child reaches this transition age. This study aimed to describe parents' experience of the transition of their intellectually disabled youth from special school to post school in the West Coast. A qualitative descriptive study using in-depth interviews was conducted with five parents of youth with intellectual disability. Inductive analysis of the transcripts yielded two themes and six categories. Theme one, "It really hit us hard" had three categories: "feeling uncertain and confused", "managing without peer support" and "mixed feelings". Theme two, "Parental adjustment to post transition life" had three categories: "setting up a routine", "negotiating everyday occupations" and "accessing resources and a support system". The research found that the meanings parents attribute to their experience of transition are significantly influenced by their personal responses and coping strategies in the context they find themselves in during the transition period.
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Gieser, Julianna Hawkins. "Academic stress and the transition from a national school to an English-speaking school". Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Vejar, Cynthia Marie. "A Qualitative Approach Toward Understanding the Transition from Career to Fulltime Motherhood". Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/11265.
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The dissertation begins by discussing the essence of the current study, which sought to accurately portray the experiences and realities of fulltime mothers, followed by a comprehensive literature review surrounding issues pertinent in motherhood. Subsequently, an explanation of the methodological approach utilized in the current study is provided, in addition to the overview of a pilot study which exemplified potential themes, obstacles, and assets anticipated within the actual research. The case studies of four women chosen to represent issues relevant to fulltime mothers are presented. Finally, the creation of a substantive Stay-at-home-mothering (i.e., SAHM) Model is offered, along with two SAHM portraits and a conclusion section, which includes an implications section along with an exploration of the personal discoveries made by the current researcher.Ph. D.
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McKay, Heather. "From high school to community college : Generation 1.5 students in transition". Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426251.
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Sinkinson, Anne. "The transition from concrete activities to formalisation in secondary school mathematics". Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267776.
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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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Smith, Vivian Carole. "EASING THE TRANSITION FROM MIDDLE LEVEL EDUCATION TO HIGH SCHOOL EDUCATION". Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183987.
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The purpose of this study was to empirically investigate the transition from middle level education to high school, focusing on the 8th to 9th grade transition into a four-year high school. The experimental hypotheses were designed to answer the following questions: (1) What are the transitional effects on the early adolescent self-image? (2) What is the impact of age upon transition? (3) What information can be gained relative to intensity and duration of transition effects? (4) How can the information gained be used to ease the transition from middle level education to a four-year high school? The research design included the spring population of students from two 6-8 grade configuration middle level schools (School 1 and School 2) who will attend a 9-12 senior high school in the fall. A questionnaire composed of seven self-image measures was administered two weeks prior to the end of the 1984/85 school year, three days into the 1985/86 school year, and three days prior to the end of the first quarter of the 1985/86 school year. The findings of this study indicate that the null hypotheses are not supported in their entirety by each of the seven dimensions of self-image. Transition effects, as reported by Occasion 1 and Occasion 2 data, yielded an unexpected decrease in perceptions of victimization, and an expected increase in feelings of anonymity. School 1 revealed no visible effects to self-esteem by the transition, with School 2 reporting an increase in self-esteem 3 days into the transition. For impact of age upon transition, this age group of early adolescents (13 or 14 years old) did not report a decrease in self-esteem or an overwhelming feeling of victimization. Transition effects for the 13 or 14 year old were minimal. Analysis of data from the third administration of the POS would indicate the self-esteem of the population was not negatively effected by the transition. Based on this study, there were decreased perceptions of victimization, and increased perceptions of anonymity by 13 or 14 year olds in transition from the 8th to 9th grade.
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Van, Zoost Steven David. "This is me in grade 9, transition from a middle school to a high school". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0001/MQ45382.pdf.
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Walker, Marnie. "Supporting the transition from primary school to secondary school for children who are looked after". Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019904/.
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The transition from primary to secondary school is a very important but potentially difficult time for all children. However, theory and statistics at local and national levels indicate that for children who are 'Looked After' this transition is likely to be particularly challenging, although there appears to be little current published literature on the subject. The present study aimed to find out the key factors that support children Looked After through this transition, as perceived by the main stakeholders: children Looked After who had recently gone through, or were about to go through the transition; their carers; their teachers; and other professionals involved in supporting them. This qualitative study took place within a semi-rural borough in Wales. Data were gathered in two parts, using semi-structured interviews. These were analysed using thematic analysis and within this, framework analysis. Analysis of the results indicates that a range of factors are perceived as supporting or hindering the transition, including within-child factors, supports within children's immediate environments, the way those supporting children work together, and wider systemic factors. Four key principles emerged from the results. Support for children in public care going through the transition from primary to secondary school should: 1. be holistic; 2. be individualised; 3. seek to minimise children's differences; and 4. have an emphasis on information sharing and planning. These principles, along with a series of recommended actions, may be used to inform tailored transition packages to support children in this vulnerable group through transition.
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Price, Stephanie R. "THE TRANSITION FROM INTENSIVE BEHAVIOURAL INTERVENTION PROGRAMS TO THE SCHOOL SYSTEM: THE EXPERIENCES OF THE TRANSITION TEAM". Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2156.
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Students with ASD may experience challenges in school; however, literature suggests that they
should still have access to public education with appropriate services and supports (Burge,
Ouellette-Kuntz, Hutchinson & Box, 2008; Levy & Perry, 2008; Mesibov & Shea, 1996; Odom,
2000; Porter, 2008). The purpose of the current study was to examine the views and perceptions
of those involved in the transition of students with ASD from IBI to school in Northern Ontario.
Using a mixed-methods approach, members of multiple transition teams were asked to complete
The Transition Beliefs Inventory (Levy & Perry, 2008) and the Transition Practices
Questionnaire (Levy & Perry, 2008) to assess their transition beliefs and experiences. The results
of this study suggest that the transition is occurring as outlined by the North region Autism
Intervention Program (AIP) and the Connections for Students model and could be used to inform
continuous improvement of service and practices.
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Tam, Ki-ping, i 譚基平. "An exploratory study of transition from school to work of juvenile probationers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B3124905X.
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Georgallis, Christine H. "Transition Programming for Students with Learning Disabilities From High School to College". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1293.
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Researchers have shown the importance of effective transition services for students with learning disabilities entering college. Few studies, however, have explored the perceptions of students with learning disabilities going through the transition process while pursuing postsecondary options. To address that gap, this study analyzed how students with learning disabilities perceive the effectiveness of their secondary transition services and preparedness for college. The conceptual framework was based on Rogers's theories of learning, which suggest learning includes feelings and emotions as well as cognitive development. Education should promote the type of learning that leads to this personal growth and development. A phenomenological approach was chosen, and a research protocol was developed for the participants. Nine students with learning disabilities who completed at least 1 year of college were interviewed about their perceptions of the effectiveness of their secondary transition services and their perceptions of their preparedness for college. These interviews were audio recorded and transcribed. The data was hand coded, analyzed, and organized to discover emerging themes. The data revealed the majority of the participants had not perceived their transition plans and services to have prepared them for college. The participants' role was minimal in their individualized education program meetings and in the development of their transition plans. The implication for positive social change is to develop the resources required for school districts, administrators, and teachers to better prepare postsecondary students with learning disabilities for the rigors of higher education.
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Douglas, Anastasia Jane. "Identities and agency in transition : moving from special school to further education". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/26754.
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This thesis draws on the experiences of 21 young people transitioning from a special school for students with labels of moderate learning difficulty, to further education college. Taking a disability studies approach, that is, viewing disability as a social and political response to human diversity, I examine some social processes through which student identity and agency meanings may be negotiated during transition. Times of change offer circumstances of opportunity in which new identity and agency meanings may be improvised and tested in various forms. Some students found emergent ways to subvert and transgress expectations, given the different labels applied to them. Transition, with its focus on future change, offers limbic moments which appear to support situations for such opportunistic transgression. Of particular interest are the environments and circumstances that support or promote broadening of identity and agency options, because an understanding of these may enable the engineering of such situations. Whilst the students were transitioning to college, my own researcher subjectivities and understandings of ‘knowledge’ were also in flux. I describe the considerable influence these changes had on the research processes and my understandings of identity and agency. I propose that identity and agency meanings, whilst fluid and ever-changing, are linked with particular people and situated in particular social sites. With this in mind, and as a provocation to new ways of thinking I discuss foundation level further education as an ethical project, envisaging circumstances that may support and promote broader, more positive opportunities for identity and agency negotiations amongst young people with labels of learning disability. In this context, further education is re-imagined as an opportunity for potential empowerment, repositioning learning disabled students as agents of social change.
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Mlatsheni, Cecil. "Youth unemployment and the transition from school to work in Cape Town". Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9302.
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Includes bibliographical references.This thesis utilises, in the main, a unique panel survey of youth in Cape Town to gain insights into the functioning of the labour market in relation to transitions from schooling to work for youth. The Cape Area Panel Survey (CAPS) was conducted between 2002 and 2006, a period which coincides with upswing in the South African economy culminating in relatively high economic growth in recent history. The introductory chapters utilise cross-sectional data (Labour Force Survey, 2005) in order to contextualise the panel data analysis that follows in subsequent chapters. A large portion of the South African population is youth. Either this facet of the demography of the country can be converted to a positive social benefit through reaping a demographic dividend or a high price could be paid through carrying a large contingent of unemployed. Indeed, much of the country's social safety net, social returns on investments in education and health and even infrastructure depend on the absorption of youth into a productive place in society. The labour market sits centre stage of all of this. The softest version of the South African dream is that post-apartheid youth cohorts have better opportunities and possibilities than their parents. These intergenerational concerns require the delivery of better education and health care but also the opportunities to use these human capital investments in gainful employment. In the introductory chapter, the perspective taken is to look at the labour market entry situation through the eyes of the youth. What does the employment situation look like to the youth as they consider leaving education to enter the labour market? How does this labour demand picture mesh with their individual, household and community contexts that they bring into the labour market? Through this interrogation, the chapter teases out a few key barriers to youth labour market participation and employment. The operation of these barriers is then illustrated by looking at the reality of securing employment for South Africa's youth. In particular, the disparities in youth unemployment observed by age, race and gender are investigated in Chapter 2. This is done by using the Labour Force 2005 data (LFS 2005) and applying the residual difference method of decomposing group wage differences (Oaxaca, 1973) to discrete choice models. I find that most of the employment gap by age is explained by individual characteristics. Slightly more than half of the racial employment gap however is unexplained by individual characteristics while an even higher percentage of the gender employment gap is unexplained by individual characteristics. In Chapter 3 the nature and degree of duration dependence in the Cape Town labour market is examined using survival analysis. The CAPS has month-by-month data on job search and employment and is ideal for the duration analysis. I find positive duration dependence and a monotonically increasing hazard of exiting unemployment. Chapter 4 then investigates the extent to which the disadvantage experienced in securing employment translates into disadvantage in wages in the first job. A decomposition analysis of the race and gender wage gaps is also carried out. I find racial and gender wage gaps that are largely unexplained by observable individual characteristics.
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Tam, Ki-ping. "An exploratory study of transition from school to work of juvenile probationers /". [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115637.
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Kouvela, Eirini. "A socio-cultural analysis of the transition from school to university mathematics". Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32508.
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This research project investigates first year mathematics students' transition from school to university mathematics. I focussed my attention on the messages that students receive from their lecturers during the teaching and learning of mathematics at this level. By decomposing each transmitted message into the underlying structures of power and control that it carries I investigated in what ways these affect students' adjustment to the new context. In order to examine students' interactions with the messages I took into account their previous experiences while working with mathematics. The results of the study reveal a direct influence of the degree of power and control of the transmitted messages on students' adjustment. This influence is highly dependent on students' interpretations of the messages which are mediated through their identities as mathematics learners. With this work I approached the secondary-tertiary transition as a multifaceted process which accounts for the development of students' identities as mathematics learners while they interact with the transmitted messages and try to position themselves in the new context.
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Shin, Dong Hoon. "The transition from school to jobs: the stage of mismatch and inequality". Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6283.
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Workers whose credentials and skills do not meet or exceed the required competencies for their jobs have been of interest to scholars investigating the transition from school to jobs. To understand how such mismatch arises in the transitional period, some scholars emphasize that the labor market cannot keep up with the pace of educational expansion. Thus, many highly educated workers do not find jobs that fit their schooling and skill level. Others locate the source of mismatch in the inability of education to produce enough workers with the desired skill levels in the labor market.
By focusing on this mismatch, this dissertation aims to provide a better understanding of the relationship between education and work. In particular, this study examines data covering the past two decades to see how the number of workers with skill and educational mismatch has changed and how educational expansion and transformations in the labor market have contributed to the change. The results indicate that workers with such mismatch have generally increased over the past two decades, but educational expansion has minimally contributed to this change. Rather, it is more likely caused by business cycles or job characteristics.
The study also explores how the practices applied to select suitable workers in the hiring process affects workers’ job matching. This study suggests that workers are classified into various types depending on strategies by which employers use to determine workers’ degree of fit. Subsequently, their earnings and job satisfaction vary according to workers’ membership in these types of groups.
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Diederich, Anne Marie. "Tasks while braiding the rainbow stripes : the transition from high school teacher to high school administrator /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588939087342.
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