The Transition to High School: Current Knowledge, Future Directions

Autor/in	Benner, Aprile D.
Titel	The Transition to High School: Current Knowledge, Future Directions
Quelle	In: Educational Psychology Review, 23 (2011) 3, S.299-328 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-011-9152-0
Schlagwörter	High Schools; Transitional Programs; Educational Practices; Barriers; Developmental Stages; Adolescent Development; Social Influences; Sociocultural Patterns; Context Effect; Social Stratification; Theories; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Bildungspraxis; Sozialer Einfluss; Soziokulturelle Theorie; Soziale Zusammensetzung; Theory; Theorie; USA
Abstract	In the American educational system, school transitions are frequent and predictable, but they can disrupt student functioning across developmental domains. How students experience school transitions has been a focus of research for some time, but the high school transition has received less attention, and the limited research often focuses on a particular developmental domain (e.g., academics and socioemotional well-being) to the exclusion of a more integrated model. This review relies on life course theory to establish an organizational framework for interpreting and connecting the diffuse and sometimes disparate findings on the high school transition, including adolescent developmental trajectories and the influence of social ties, changing sociocultural contexts, and stratification systems. Conclusions identify aspects for future inquiry suggested by current knowledge and the tenets of the life course perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10