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Descriptors:
Partnerships in Education; Elementary Schools; Learning Processes; Foreign Countries; Parent Attitudes; Disadvantaged Youth; Nursery Schools; Qualitative Research; Teacher Attitudes; Transitional Programs; Parent Participation; Interviews; Longitudinal Studies

Abstract:
When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning processes of children from socioeconomically disadvantaged families in the transition from preschool to school. Against the backdrop of a socio-constructive conception of learning we examine the microsystemic constructions of parents and professionals with qualitative methods in a longitudinal design. The results presented here draw attention to the 18 months before the child's school entry. It captures the perceptions of parents and educators on the support of the child's learning processes in the family and in the institutional context. Results question the ideal of an educational partnership by emphasising the conflicting demands related to preschool. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Transitional Programs; Professional Development; Course Content; Special Education Teachers; Secondary School Teachers; Predictor Variables; Teacher Surveys; Measures (Individuals); Statistical Analysis; Intervention; Program Implementation

Abstract:
This study examined critical features of secondary special educator's experiences with transition professional development to predict variables most likely to influence performance of transition planning and services. Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation. The results confirm that training matters if special educators are to implement transition interventions and services. Professionals with formal transition coursework and high rates of professional development were more likely to implement transition practices. Implications are offered for establishing specialized professional development originating from established course content sustained and supported with ongoing professional development. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Adult Learning; Lifelong Learning; Investment; Labor Market; Outcomes of Education; Transitional Programs; Employment Potential; Economic Opportunities; Employment Opportunities; Longitudinal Studies; Foreign Countries; Surveys; Context Effect

Abstract:
Despite the expansion of post-school education and incentives to participate in lifelong learning, institutions and labour markets continue to interlock in shaping life chances according to starting social position, family and private resources. The dominant view that the economic and social returns to public investment in adult learning are too low to warrant large-scale public funding has been challenged by recent LLAKES research that shows significant returns to participants in lifelong learning with improvements in both their employability and employment prospects. It is argued that, under conditions of growing social polarisation and economic uncertainty, lifelong learning can have a significant protective effect by keeping adults close to a changing labour market. In this paper we review research from different disciplinary and epistemological traditions, providing evidence of the beneficial effects of lifelong learning, especially when taking into account the dynamics of the life course. Transitions and turning-points in youth and in adult life are markers of diversification of the life course; how far these diversifications amount to "de-standardisation" of the life course is debated. They involve biographical negotiation, in which any decision is consequential upon previous decisions and involves the exercise of contextualised preferences as well as the calculations of "rational choice". Gaining a better understanding of how changing demands are negotiated at different life stages offers a new perspective, moving from narrow versions of rational choice theory towards models of biographical negotiation as promising avenues for effective policy-making. (Contains 5 tables and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Student Experience; Undergraduate Students; Undergraduate Study; Predictor Variables; Academic Persistence; School Holding Power; Online Surveys; Factor Analysis; Statistical Analysis; On Campus Students; Comparative Analysis; Social Integration; Transitional Programs; Student Adjustment; Place of Residence

Abstract:
Many factors go into the decision of selecting a university, ranging from the overall costs and the programme of study to the institute's reputation; however, accommodation while at university and proximity of the university to one's permanent abode also play important roles in this decision-making process. Thus, first-year students experience different stages of separation from their prior networks depending on their individual situations. The results of this Ontario (Canada) 2012 study add to prior research by indicating that separation of students' living arrangements and distance from home impact on transition and incorporation variables, which influenced students' adaptation to university. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Curriculum; Internship Programs; Educational Principles; Program Descriptions; Transitional Programs; Articulation (Education); Seminars; Humanistic Education; Student Centered Curriculum; Program Effectiveness; Outcome Measures; Teaching Methods

Abstract:
In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging function of the course is especially profound. The principles on which Advanced Internship is based apply to a variety of academic courses and disciplines. Impact of the course on students' learning and confidence is high; costs for implementing the course are low. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Support; Sexual Identity; Gender Issues; Transitional Programs; Family Involvement; Case Studies; Resilience (Psychology); Mental Health; Drug Therapy; Counseling Techniques; Identification (Psychology); Teamwork; Interdisciplinary Approach; Mothers; Parent Role

Abstract:
Interventions with a school-aged youth are presented to demonstrate a child's gender transition from female to male with the support of a single mother, grandmother, therapist, pediatric endocrinologist, gender education and advocacy group, and gender-affirming school. This single case study illustrates both the positive psychological effects of resilience-building therapy and family/community supports in facilitating a transition to an affirmed gender and the dilemmas confronted when introducing hormone blockers to a child, removing a child from a familiar environment to allow a fresh gender start, and respecting a child's wishes to stay private about the child's gender past. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; College Transfer Students; Student Mobility; Articulation (Education); Postsecondary Education; Public Colleges; Student Surveys; Transitional Programs; Participant Satisfaction; Attribution Theory; Student Attitudes; Institutional Characteristics; Student Characteristics; Student Educational Objectives; Academic Persistence; Transfer Rates (College)

Abstract:
Over the last several years, there has been a wealth of new data on student mobility in British Columbia's postsecondary system. Quantitative information from the Student Transitions Project (STP) has allowed current and prospective students, the BC Council on Admissions and Transfer (BCCAT), public post-secondary institutions, the Ministry responsible for post-secondary education and the Ministry of Education to get a clearer picture of how students navigate the system, moving among public post-secondary institutions in multiple directions. These administrative data, rich as they are, are unable to answer qualitative questions about why students are moving and how satisfied they are with their institutions and the transfer experience. Data from the Student Transitions Project (STP) were used to identify students who were registered in one or more BC public post-secondary institutions in fall 2011 and were enrolled in a different BC public post-secondary institution during the academic year 2010-2011. Of the 5,932 movers identified as eligible for surveying, 1,623 responded for an overall response rate of 27.4 percent. Respondents to the "Survey of Movers" have provided important insight into their considerations, decisions and experiences as they moved between BC's public post-secondary institutions. As a group, they entered the postsecondary system with varying goals--most commonly either credential completion at their original institution, or transfer to another institution. Most respondents (58 percent) had met their main goals by the time they left their original institution and 85 percent had met their main goal at their subsequent institution by the time they were surveyed. Most students switched institutions not due to dissatisfaction, but because they wanted to pursue a specific program that they could not pursue at the original institution. Appended are: (1) Identifying the Eligible Cohort; and (2) Transfer Expectations and Satisfaction. (Contains 3 footnotes.) [For "Survey of Movers. Executive Summary," see ED540020.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Social Capital; Careers; School Community Relationship; Youth; Community Services; Partnerships in Education; Transitional Programs; Resilience (Psychology)

Abstract:
Western governments around the globe have become increasingly focused on the successful transition of young people from school to further education and/or training. It could be suggested that for many countries this is the key focus of their youth policies. Nevertheless, the divide between those young people who manage to successfully transition into a meaningful careers pathway and those who do not continues to widen. Establishing stronger welfare safety nets and better youth services that can respond more effectively to the needs of young people as they reach fruition have all been a part of the policy and practice developments of the last decade. And although these are all important aspects of a functioning community, at the centre of young people's lives remains their connection to education and thus to their school. This connection, if successfully positive, can develop resiliency, community links, social capital and an economic future for young people. These are daunting responsibilities to place on one institution. This paper examines one school's approach to establishing innovative careers pathways for young people. It also discusses the importance of partnerships between schools, community services and other community, government and parent stakeholders in the creation, application and evaluation of careers and transition programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary Schools; International Schools; Administrator Attitudes; Transitional Programs; Professional Development; Intervention; Student Mobility; School Orientation

Abstract:
This study investigates the extent to which transition programs are offered to students at international secondary schools. Components of professional development, orientation and departure programs, and transition support teams were examined. Participants included school administrators at 11 international schools across five continents. Findings suggest that systematic transition interventions are underutilized to support Third Culture Kids, and suggest a lack of awareness among administrators about the issue of transitional problems associated with international mobility. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Factor Analysis; Individual Characteristics; Youth; Foreign Countries; Non English Speaking; Academic Persistence; Longitudinal Studies; Institutional Characteristics; College Bound Students; Higher Education; Socioeconomic Background; Success; Tables (Data); Student Attitudes; Models; Transitional Programs

Abstract:
This report uses Longitudinal Surveys of Australian Youth (LSAY) data to look at the impact of schools on a student's tertiary entrance rank (TER) and the probability of them going to university (controlling for TER). It shows that the characteristics of schools do matter: although young people's individual characteristics are the main drivers of success, school attributes are also responsible for almost 20% of the variation in TER scores. The three most important school attributes for TER include sector (Catholic and independent/ government); gender mix (single sex/co-educational) and the extent to which a school is "academic". The socioeconomic status of schools didn't emerge as a significant influence on TER. For the probability of going to university, after controlling for TER, the most significant school characteristics include the proportion on non-English speaking background students; the sector; and the socioeconomic make-up of the student body. Appended are: (1) Descriptive statistics; (2) Student-level measures; (3) Factor analysis for SES measure; (4) Factor analysis for perceptions of schooling measure; (5) Technical details on multi-level modelling; (6) Results from multi-level modelling; and (7) Information on the Logistic scale. (Contains 21 tables, 13 figures and 29 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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