Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports

Autor/inn/en	Ellerbrock, Cheryl R.; Denmon, Jennifer; Owens, Ruchelle; Lindstrom, Krista
Titel	Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports
Quelle	In: Middle Grades Research Journal, 10 (2015) 1, S.83-101 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Transitional Programs; Developmentally Appropriate Practices; Middle School Students; Qualitative Research; Case Studies; Secondary School Teachers; Principals; Focus Groups; Transcripts (Written Records); Articulation (Education); Field Trips; School Orientation; Ancillary School Services; Participant Satisfaction; Observation; Grade 8; Grade 9; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Entwicklungsbezogene Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Qualitative Forschung; Case study; Fallstudie; Case Study; Principal; Schulleiter; Articulation; Artikulation (Ling); Artikulation; Aussprache; Exkursion; Beobachtung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This yearlong qualitative multisite case study investigated ways middle and high school transition supports foster a developmentally responsive transition for students. A total of 23 participants engaged in this study, including 4 students, 4 middle school teachers, 13 high school teachers, 1 middle school principal, and 1 high school principal. Data were collected during the spring, summer, and fall of 2009, including focus group interviews, individual interviews, observations, and the collection of transition-related documents. Findings reveal transition supports, including a transition program with various activities and a ninth-grade transition course that addresses the procedural, social, and academic aspects of the move may foster a developmentally responsive transition to high school for students. However, student and educator perceptions regarding the responsive nature of these supports differed. An implication for middle and high school educators is to consider ways to strategically implement transition supports that address the procedural, social, and academic aspects of the move in a responsive way by attending to students' basic and developmental needs and transition-related concerns. Students themselves must perceive these supports as meeting their needs and addressing their concerns in order to help students during this period of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01