Search results

School transitions have long been associated with drops in academic motivation. Literature is reviewed on both the transition from elementary school to middle school and the transition from middle school to high school, showing how changes in school context, combined with developmental changes in the child, may lead to either positive or negative changes in academic motivation. We summarize literature on school transitions for American youth in general as well as the limited literature on these transitions and their motivational consequences among African American youth. Contextual changes that occur with school transitions (e.g., race composition of schools and classrooms) co-occur with youths’ growing awareness of race, influencing the identity development and academic motivation of African American youth through several mechanisms. Three such mechanisms are discussed in detail. Race and gender academic stereotypes have the potential to shape youths’ self-perceptions, values, and goals. Racial discrimination occurs both at an institutional level (e.g., differences in school quality that place African American youth at a disadvantage) and at a personal level (e.g., a teacher’s failure to recommend a high-achieving Black child for an honors class). Racial identity can serve both as a protective factor and as a risk factor. Suggestions for future research include a closer study of specific aspects of school contexts that shape motivation, the role of families, ways in which school policies and pedagogical practices affect transition experiences, and the examination of ways in which school transitions are opportunities for fresh starts and positive change in African American youth.

Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet, many students face this type of transition, including children from low-income families living in urban areas, students from migrant worker and military families, and students with chronic behavioral problems. The evidence that does exist suggests that when students move between schools during the academic year, they may struggle with academic learning, behavior in school, and social interactions. This chapter approaches within-year academic transitions as a developmental context for student motivation. Drawing upon general systems theories and a specific theory of motivational development, the within-year transition is presented as an environmental demand that may lead to changes in student motivation and shifts in classroom actions, such as engagement. Continuity of subject learning and the formation of relationships are discussed as two challenges to student adjustment over the transition period. Student social and personal resources during the transition period are important factors in determining how a student adapts to a new school in the face of these challenges. Several methodological hurdles and possible approaches to conducting research in this area are discussed, as well as topics in need of additional research in this empirically overlooked area. The chapter concludes with suggestions drawn from the research literature as to how districts, schools, and classroom teachers can help support students transitioning between schools within the academic year.

Planning for transition to a new educational setting, such as changing grades or moving from primary to high school, is important for all students but particularly for those who may require additional support for their individual needs. Research shows that transition planning and implementation for students with disability are best supported through collaboration and information sharing among all stakeholders. In Australia, the Disability Standards for Education (DSE) (2005) mandate consultation between education providers, students with disability, and their carers as part of the process of enrollment so that reasonable adjustments to support a student's progress can be identified and implemented. This chapter reports on two innovative approaches to the organization of transition and support systems for students with disability. The findings reveal that effective transition “doesn't just happen” and that school leaders need to establish effective mechanisms for consultation and collaboration.

The transition from comprehensive school to either an academic or a vocational track and from academic track to tertiary education are the key educational transitions during adolescence and young adulthood in many European educational systems. The present chapter approaches engagement and disengagement during these key educational transitions in the context of the 4-C (channelling, choice, co-regulation, compensation) life-span model of motivation and phase-adequate engagement model. In accordance with the life-span model of motivation and the phase-adequate engagement model, school transitions are triggers that channel the engagement and disengagement processes. The former process reflects school-related engagement, whereas disengagement is a key element of the school-burnout process. Engagement in the school context is defined as a positive, fulfilling work-related state of mind characterized by vigor and energy, dedication, and absorption. School burnout comprises three dimensions in terms of exhaustion due to school demands: a cynical and detached attitude toward the school, feelings of inadequacy as a student, and disengagement. Cynicism is manifest in an indifferent or distal attitude toward school work in general, a loss of interest in it, and not seeing it as meaningful. Inadequacy refers to a diminished sense of competence, achievement, and accomplishment as a student.

Transition from secondary school to adult life is a critical period in students' lives. Transition programs delivered at school play an important role in supporting students with disabilities to achieve successful post-school outcomes particularly in the case of transition to work whereby employment is acknowledged as the main target after graduating from secondary school. Post-school outcomes for students with disabilities related to employment, however, remain poor compared to students without disabilities. Using the taxonomy for transition programming and Bronfenbrenner's ecological system theory, this chapter proposes a model and action that needs to be taken in advancing school to work transition programming in Indonesia.

Numerous social conditions directly impact young people with disabilities as they enter adulthood. One such condition is the difficulty these individuals face in obtaining competitive work in an integrated setting. The consequence of this social reality is further magnified when they have received inadequate preparation for employment. Additional quality of life inhibitors often include isolation, dependence, and lack of control over their own lives. These and other social challenges have prompted the United States to initiate a national movement known as transition, which refers to the process of helping young people with disabilities prepare to successfully assume adult roles and responsibilities in a more integrative, collaborative, and supportive community.

Students with disabilities have many obstacles to overcome and challenges to address as they go through the educational system. Besides challenges with academics, behavior, and social situations, these students also need to be able to transition throughout their educational careers from different grade levels to post-school outcomes. Transition for students with disabilities should include input from classroom teachers, school psychologists and other related school personnel, families, the community, and, of course, the student. Specifically, the student should be an integral part of the transition process and planning. This chapter focuses on transition in general, discusses data from the National Longitudinal Transition Study-2, and sets the stage for the rest of this volume.

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.

This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.

Over the last decade, there has been a significant increase of students with intellectual disabilities attending mainstream primary and secondary-level education in the Republic of Ireland (McConkey et al., 2017). Despite this increase, it appears that comparatively few of these students successfully transition to further/higher education and/or employment opportunities. This chapter examines typical transition support/guidance provided to students with intellectual disabilities as they prepare to complete their post-primary education in a mainstream setting. Using data from a study of school principals and school personnel responsible for career guidance and transition planning, the findings show guidance is limited for students with intellectual disabilities. Instead of being the responsibility of career guidance counsellors, guidance and transitions planning for students with intellectual disabilities are viewed as being the role of other personnel such as the school SENCO. By assigning this responsibility to special education roles in the school, students with intellectual disabilities may run the risk of having narrow and limited career options presented to them. This study raises serious questions about the effectiveness of mainstream schools in facilitating this critical transition stage for students who have intellectual disabilities.