Theory application and practice translation in educational leadership

CMP95005E

Stephanie Rose

THIS FORM MUST BE COMPLETELY FILLED IN Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example:

RoseSEDU820782

Save a copy of your assignments: You may need to re-submit an assignment at your instructor's request. Make sure you save your files in accessible location.

Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person's work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University.

CMP9500E

Doctoral Comprehensive Examination-Education

Integration and synthesis of relevant theory and conceptual principles

Faculty Use Only

Stephanie- You did a nice job on this overall. Remember, the key is to demonstrate a well-developed focus and organizational pattern that is logical with concepts and ideals. There are times where I think you can provide more focus vs. generalization by providing specific and concrete examples. There are times where you dive into contrast and you did really nice on those areas. Elaboration on key topic areas is critical.

Furthermore, I would like for you to concentrate on APA formatting because there are areas where you can improve. These include in-text citations. Remember, in-text citations must be within the sentence and placed prior to the period. You cited these after the period (see your paper for further comments and examples of this). Additionally, a page number is only needed for direct quotations. I encourage you to paraphrase and avoid direct quotations in most instances. It is recommended to use about one direct quote per every 10 pages, so direct quotes should be used sparingly.

You are on the right path. You should perform well if you can clean up APA with in-text citations and provide more elaboration and focus in the right areas. Contact me if you have questions and best of luck as you continue to prepare.

Referencing at least five peer-reviewed journal articles, respond to the following questions:

How can a theory guide or inform practice?

What are the issues involved in translating theory into practice?

Identify at least an additional five peer-reviewed articles (published in the last 5 years) that address how one of the theories you discussed in question 1 has actually been applied. Critically evaluate the appropriateness of the uses to which the theory has been applied. Consider, for example: Are the applications premised upon an accurate understanding of the theory and its scope? Do the applications "go beyond" what the theory claims? Is the reasoning linking application and theory sound?

Introduction

With fresh student groups enrolling in education, constant evolutions in student affairs systems are needed for meeting the unique requirements of students. Student affairs practitioners are required to make student transition easier through adoption of programs and policies that aid transition. Students face challenges when moving between educational levels. Recent literature has focused greatly on this topic, as transition is apparently related to 'mental health crises' among students (Eisner, 2011). Students unable to deal with such transition find it hard to complete their degrees/diplomas and achieve educational requirements for enjoying civic and economic security (Bonanni, 2015, p. 1-2; Conley, Kirsch, Dickson, & Bryant, 2014; Mattanah, Ayers, Brand, & Brooks, 2010; Eisner, 2011). Generally, educational institutions' environment, culture, expectations, and structure differ across the nation. But implementation of transition initiatives in school can promote student success. College and high school leaders can collaborate and aid student success. Systems and programs have been developed by educators for assisting students with transitions from secondary school to high school and from high school to college.

Numerous school advisory initiatives have been introduced across America for aiding students with transition. But McClure, Jones and Yonezawa (2010) have described typical program-related issues. Researchers have highlighted, in particular, many reasons for teacher resistance to advisory initiatives and for their eventual failure. They have revealed that a number of administrators might show disinterest; a majority of teachers lack adequate professional development or formal preparation to serve as advisors; and teachers have no time to make advisory plans and preferring devoting their time to preparing for lessons (Tocci, Hochman, & Allen, 2005). Other challenges to program success include: teacher preparation for the advisor role; time block creation for advisories; workload balancing for teachers; advisory program description and notification to parents; cultivation of parent, student and teacher input; and program model construction on the basis of scholarly reports and research (Brown & Anafara, 2001; Johnson, 2009). This paper hence looks at the ways in which programs for school advisory are meant to help, and the actual assistance they offer to students during transfer from one level of education to another, with regard to their careers, independence and leadership. This research will involve evaluation of transition-based notions, and then concentrate one notion, and test it using an example, the way this theory has been used, transition-related issues, and provide recommendations.

Literature Review

Transition theories

i. Validation Theory

For quite a long time there are many transfer students who have been classified differently from other students. Transfer students in community colleges are in most cases racially different, first-generation, low income and older than other students. To generalize the community college students is deemed too reaching, though the report by The College Board (2011) stated that "community colleges tend to enroll more students from minority groups than the four-year universities and colleges." (p. 7). For this reason, it is important that students' need feel validated: Validation experience within and without class are significant, especially with those student groups that are nontraditional, e.g. first generation students, returning adults, low-income students, and many working class minority students and women. Most of the nontraditional students join college without direction, and in need of guidance that is not demeaning.

Educational validation centers on offering help to students, so that they can find ways to achieve academic success, whereas interpersonal validation centers on social and individual growth. However, the difference between involvement and validation is obvious, especially with regard to the students who are nontraditional. The theory of validation is of much significance on the matter regarding transfer students, but it ignores the experience one has during transfer from institution to institution. The process is unaccounted for (Lazarowicz, 2015). In addition, the validation process concentrates more on those external aspects that one cannot control, and leaves out the aspect of self. Transfer students need to know how they are involved with transition. Staff and support play a significant role in transition, but the influencers of transition by transfer students go beyond people.

ii. Bean and Metzner's Attrition Model

This was a model established to explain the reasons for dropping out by students. It was intended to look at college adjustment from a psychological perspective. This notion was established based on commuting, part time and older students. Meta-analysis of the studies conducted earlier showed a model, which incorporated a number of variables like the students' environment, demographic and background, academic, social integration and psychological outcomes, intention to drop out and leave. It is seen as compensatory in that, where some areas lack, other areas can be used to increase the possibility of retaining students. There is a complementary suggestion for this model, that, in a case where there was low academic support but good environment, it would be possible to retain the students (Lazarowicz, 2015).

This model, however, does not acknowledge that in case one of the factors that students access in a situation is changed, whether self, strategies or support, it may change the results completely. It exaggerates the ability for one area to compensate another, but also gives the chance to be able to view each of the students as a single person (Lazarowicz, 2015). It also ignores the transition process that takes place. Acknowledging the possibility of the views of these elements may change with time would influence the final cause of students not persisting.

iii. Smedley, Myers, and Harrell's Stress-Coping Model

This model is meant to create better understanding of the effect of stress on the minority students' adjustment. Though the concept of transition differs from adjustment, it is expected that the transition process requires a certain level of adjustment. It uses 3 aspects; socio cultural, individual and psychological stressors, and approaches towards stress-coping (Lazarowicz, 2015). The theory unfairly concentrates on the demerits of adjustment, suggesting that transition is what brings about stress. It is important not to disregard the importance of this notion. It acknowledges individual characteristics of people, the presence of stress-causing events and that everyone is bound to experience such events differently depending on their strategies for coping. Nevertheless, it leaves the support given to each individual, and the effect of time unaccounted for. It also ignores the whole process of transition and the effect it would have on one's capability for adjusting.

Impact of Transitional Theories on School Advisory Program Practice

School advisors benefit from transitional theories in several ways. For example, Myrick (1990) observed three guidance approaches, (a) Prevention approach, whose basis is providing high-risk groups of students with special services; (b) Developmental approach, whose basis is individual needs as a response to cognitive development and stages of growth; and (c) crisis approach, in which advisors deal with problems as they surface. The developmental strategy must be adopted to formulate advisory programs. Using this approach, teachers meet needs that emerge as students grow and progress (cited in Ornum, 2014, p. 2).

Among numerous relevant transitional theories, the Role Acquisition Model is most applicable to the area of higher education. College accords students several opportunities to acquire strategies for successfully navigating the dynamic role acquisition process. Nardi and Thornton's model, which comprises four steps: anticipatory socialization, informal role expectation acquisition, formal role expectation acquisition, and personal role expectation development, can ease transition as well. But, Magolda's self-authorship theory is applicable as well, in comprehending role acquisition. The author studied developmental tasks of the 20s age-group, concentrating on ascertaining one's way across life and value exploration. She delineated four phases when defining self between the external and internal: formula adherence, crossroads, authoring one's own life, and one's internal foundation. Self-authorship and role acquisition theories may be applied to transition and career counseling in colleges/universities (Kraus, 2012, pp. 15-17).

Similarly, socialization theory presented by Twale, Stein, and Weidman builds on Nardi and Thornton's model. It proposes a 4-step professional and graduate student socialization theory: anticipatory, personal, formal, and informal. At each step, students integrate further into college culture, assuming increasing responsibility with faculty involvement, research and mentoring other graduate pupils. The theorists address key socialization aspects linked to each phase. Beatrice Neugarten's work also helps in informing transition-related assistance. The author scrutinizes the significance of age as well as how age constitutes a key societal organizational dimension. People whose actions and behaviors do not conform to societal expectations and norms are regarded as "off-time" whereas conformists are "on-time" (Kraus, 2012, pp. 17-21).

Each of the aforementioned examples portrays practical models and theories applicable to student transition experiences, even very crucial and sensitive transitions to the after-education phase, overlooked by highest education advisors. These works indicate that student transition represents a process, and everybody must prepare for transitions in future (Kraus, 2012, p. 25).

Issues in Application of these Transitional Theories

While the aforementioned models are relevant to student transition, they do not completely apply to our subject of interest. Nardi and Thornton's theory also eases transition to the 'career phase' of life. Students can profit from ruminating on their new roles and realize that though preparation is essential, it won't necessarily further transition or role acquisition. Likewise, self-authorship theory explains young adult (20-40 years) experiences and hence, is suitable in understanding students about to move out of university/college, or even, perhaps, non-conventional students who choose to switch career/educational paths (Kraus, 2012, pp. 15-17).

However, in socialization model's application, Twale, Stein and Weidman's dynamics, namely, diversity's effect, technology access, foreign students' experiences, and cultural impacts on professionalization, ethics, and professionalism, as must be considered in the course of critical thinking regarding socialization, may differ and lead to conflict between student groups, thus obstructing transition. Likewise, Neugarten's model applies aptly to non-conventional pupils, since where most higher education students traverse similar paths to graduation, the theory put forward by Neugarten unique implications for student parents, adult college-goers, and individuals with a disrupted high school-college path (e.g., students who might have suffered a traumatic life event or student veterans) (Kraus, 2012, pp. 17-21).

On the other hand, Schlossberg's model devoted to fathoming transition has garnered considerable regard and is employed in fields such as higher education, counseling, and rehabilitation. The theorist describes transition as an event/non-event leading to changes in relationships, roles, practices and assumptions (Kraus, 2012, p. 20).

For making sense of student transition, Schlossberg recommends understanding its context, type, and impact. Transition may be non-anticipated (e.g., a parent's demise) or anticipated (e.g., college graduation), and may involve non-events as well. Both examples mentioned above initiate transition. However, the preparation and expectations for both events differ drastically. Non-events may be anticipated events that fail to take place (e.g., a student applies for a job but doesn't bag it). Events like graduating, college application, getting hired, relocating when switching jobs, etc. are really what define and shape the complex after-college transition process (Kraus, 2012, p. 20). It has been noted by Schlossberg and coworkers (2006) that transition extends over some time period, when a person moves from the preoccupation phase to the phase of integration with transition. Terms like "moving through," "moving out" and "moving in" benchmark the abovementioned advancement (Patton & Davis, 2014, p. 8).

Schlossberg's 4-S Coping Resources

Schlossberg's Theory of Transition was initially introduced as a theory for counseling retiring adults. Similarly, there have been studies conducted on adults rejoining college. Schaefer (2010) studied the experiences that the more mature baby boomers rejoining college go through. The subjects she studied were directly linked with the 4-S resources for coping. She realized that there was a need for the students to comprehend better, the process of education, be inspired by their desired careers, and to have a lot of support. There is a direct link between support and the need for better comprehension of the process of education. It was also noted that there was a link between confusion and ways for getting some resources. Those involved were in most cases motivated by their career dreams, which is linked with the approaches towards changing their status quo. The last significant needs were the complex ones. The students involved in the research talked about the different needs that caused the transition, and those they had through the entire transitioning process. Their needs were based on factors within the institution, and from family and friends.

The thesis by Rumann and Hamrick (2010) pointed out the experiences that student veterans rejoining community college underwent. Among the subjects that came up in the research was connecting and interacting with others. In this subject, he discovered a number of major interrelations that were of significance to the process of transition. They were; civilians, family, military peers, certifying official of veteran affairs, college peers and the faculty. Specifically, Rumann and Hamrick (2010) pointed out that "family interactions and relations are essential in management of their transitions when returning to college and civilian life." Research has also discovered the same results on the influence of family. Rumann and Hamrick talked about the emotional help which was obvious among the students from the military, but I researched on it more widely. In addition to the emotional support, it also offered child, motivational and financial support.

DeVilbiss (2014) looked at the transition which students enrolled conditionally go through as per Schlossberg's Theory of Transition. The results of her research pointed out the significance of additional supports, especially to various places and people in campus. They included university services such as new friends, a class for college transition and welcome week events. In my research, I also discovered that this is applicable to transfer students in community colleges. They discussed the rising significance on consultants, the importance of the created friendships, relating more to their classmates, and finding offices for support service throughout the campus. For example, Ronnie Lea pointed out the importance of her class; "Life Skills for Success," that led to her touring of campus, where she discovered nine offices for support services. She discussed the importance of her group in college supported her using her church, with her family far from her. These discoveries are well linked with those of DeVilbiss', and show the significance of the role highlighted by resources for support coping in Schlossberg's Theory of Transition.

DiRamio, Ackerman, and Mitchell (2008) researched on military veterans and rejoining college. They framed their research within the Theory of Transition by Schlossberg. They also discovered many factors similar to those in my research, in that there were students who were more mature than others. DiRamio et al., (2008) quoted a veteran who stated the following; "I have seen a lot more than many of the students here. I have been too many parts of the world. I have had a lot more leadership and responsibility. I believe that has helped to some level." (p. 87). Their research stated cultural experience and worldwide travelling as the reason for the experience, while I discovered that the maturity difference was as a result of what some of them had seen and experienced. It made them feel more mature, even if some were less than 22 years old. They felt like they were more aware of their academic aspirations.

The thesis by Archambault's (2010) was meant to improve the preparation for transfer students in community colleges. She also based her theoretical outline on the Transition Theory by Schlossberg. She completed research study that was action-based. Some of the research incorporated post and pre-surveys. She discovered that students had less faith in their ability to adjust to transition and had a low opinion of themselves. The students involved in my research were overwhelmed and oblivious of a number of the available resources, and that had an influence on their experience, but many of them felt that could cope quite well with the change. Contrary to her study, the students did not think negatively of the identity role of being a transfer student in community colleges, and also felt that they were more mature. Another factor of the thesis by Archambault's (2010) was the dependence on help from friend and from family, and low probability of getting feedback concerning the transfer. In my research, the methods for support coping were seen as really significant to the students involved. Some of them believed that without the support from family and friends, they may have changed their plans.

One similarity between my research and that Archambault of (2010) was the contribution in the activities of support. She discovered that they took part in fewer activities. While some of my contributors took part in external activities, they were generally uninvolved in support clubs or organizations in campus. The qualitative research I conducted on this issue helped me understand the reasons for some students not taking part in activities in campus. The reasons mostly involved family, work, management of time and involvement in community activities through the process of transition.

Discussion

With regard to Davis and Patton's work, transition model proved to be an effective base for study findings. Specifically, the 4S model helped highlight nuances of multiple-transition events for students post-Hurricane Katrina. Moreover, the many coping techniques described as strategies in the model proved important to participants' discussions of the three phases of transition. But the theory fails to cover specifics pertaining to what entails all multiple transition experiences that arise from a single unanticipated occurrence (Patton & Davis, 2014, p. 14).

Meanwhile, Gilbert and Griffin claim that no single right solution exists to ease veteran student transitions. But, understanding group- and individual- level contextual requirements of students across all categories put forth by Schlossberg can guide colleges/universities with regard to kinds of initiatives capable of generating greatest returns on investment. The study offers to lawmakers and institutional leaders a base for bringing institutional attempts in line with surpassing specific obstacles to transition, granting students requisite resources to ease their college-life initiation and promoting their social and academic success (Griffin & Gilbert, 2015, p. 94).

In contrast, DeVilbiss concluded that students who enroll in college success/transition courses considered these courses beneficial, revealed what they were taught in those classes, and pointed out how such knowledge facilitated their transition. With regard to role changes in adulthood, institutions can offer cooking, time management, and budgeting courses. Student athlete experiences reveal that programming proves essential for them when transitioning from high school to college level athletics (DeVilbiss, 2014, 197).

Furthermore, with respect to experiences with transitions of a similar nature, while universities/colleges can't control past experiences of students, they can try to make students' current transition experiences positive. Concurrent stress is another important aspect where colleges can aid pupils, as students concentrate more on "moving out" than on "moving in" (DeVilbiss, 2014, 197-198).

In Hoggan and Pellegrino's opinion, veterans may perceive role changes and transition from military services to higher education as a loss or gain based on the situation. Some individuals are quick to adapt themselves to new roles, practices, assumptions and relationships, while others are hesitant and in doubt. Of particular import in this study is the discussion of female participants' transitions, drawing on Schlossberg's 4S frame, proposed in 2011, as a guide (Pellegrino & Hoggan, 2015, p. 128).

While a majority of research works on the subject adopt Schlossberg's theory as their only theoretical basis, Cossy's work analyses data using various theories. It indicates that reframing university transition from one to many simultaneous transitions more effectively captures the numerous challenges faced by students. This can assist universities in evaluating their advisory programs for ascertaining whether they optimally deal with students' needs or not (Cossy, 2014, p. 217).

Three-Phase Transition Process

A thesis by Archambault (2010) stated that probably during or in the early stages of the change, students concentrate on the procedure of getting into the change, instead of going through the change. This model emphasizes on moving in, through, and out of change. In her research, she believed that she saw that the students were prepared to come out, which led them to a stage they were unprepared for. The students on whom I conducted my research were probably still in the stage of moving in, as they were trying to adapt to the system, environment and the way the university operated. The stage of moving into the University "starts when the learners learn the ropes" of surviving in a new environment (Anderson, Goodman & Schlossberg, 2012, p. 57). Only some of the students believed they had learnt the ropes, as it is shown in the subject that change is gradual. This may imply that the first stage as experienced by transfer students may be longer than expected by universities. This is because they often pressure students to exploit their opportunities in the early stages of the semester, while they may not even have known the ropes well enough during the transition.

Schlossberg's Theory of Transition also had an influence on a research on transfer students who were African-American, who moved due to the 2008 Hurricane Katrina in Louisiana. Patton and Davis (2014) looked into the factors of transferring to the institution, stating that it may have been caused by the convenient cost and location of the institution. The moving in stage of transition is introducing new routines, relationships and roles. On this issue, Davis and Patton liken the choice of institution to be part of the process. This makes sense as it would be a time for familiarizing with that institution which they aspire to join. Many of my contributors chose the Midwestern University due to its closeness to their community college, homes or cost. A few of them as the study by Patton and Davis's (2014), settled for the institutions particularly due to of the majors offered.

This shows the significance of the highlighted three-phase process of transition in Schlossberg's Theory of Transition. The first phase, for a transfer student in a community college seemed to begin the time they chose to move to a college, to the early stage of their moments in the new college as they were still learning the college ropes. The second phase is not likely to take place at the time I expected. Students frequently said that they were. Some, though, felt like they were done with the transition. Most of them believed they would be done transitioning by the time the semester was over. This means they would know the ropes by then, and how they can move through the change. Patton and Davis (2014) reasoned that like their research, Schlossberg's Transition Theory also showed the significance of the host university giving support along with a structured and informative induction. It was at this stage when students often felt really overwhelmed, because they had too much to deal with both intellectually, with procedures and rules, and physically, with buildings and places.

The third phase can now begin, in their second semester at least, as they may now feel like they are through with transitioning. Some stated that the transition was constant, hence they were always anticipating the next event. This was discussed in the book by Anderson et al. (2012). Anderson et al. (2012) stated that the third phase was not guaranteed to end till a student graduated. In this case, the process of transitioning would be slower than expected, even by the students.

On that note, just as per the thesis by Rumann and Hamrick (2010), it looks easy to come up with a particular timeline for the first and second transitioning phases for transfer students in community colleges. In my opinion, the theory by Schlossberg endorses this reasoning. In particular, Anderson et al., (2012) stated that the three-phase model can help in partially answering "why there are different responses by different individuals to a similar kind of change and why there may be different responses by the same individual at different occasions" (p. 63). The transition takes differently per person, which gives the reason why coming up with a standard method for dealing with transfer students in community colleges may not work.

Recommendations

Through this study, five key advisory initiative goals have emerged, namely:

1) Cultivation of interpersonal student-staff relationships

2) Curriculum enrichment

3) Provision of academic assistance to students

4) College preparation

5) School culture development (Tocci, Hochman & Allen, 2005, p.7)

Furthermore, a study of 10 advisory programs at institutions that implement ISA (Institute for Student Achievement) principles revealed 5 main advisory structure dimensions should be considered in advisory program delivery:

(1) Scheduling -- This applies to number of advisory team meetings per week and meeting times in educators' and students' weekly and daily schedules.

(2) Content and Scope -- In view of a collection of common goals, scope of advisory initiatives denotes the areas advisory aims to tackle for supporting those goals (e.g., study and organization skills, affective/social issues, college preparation etc.) Content denotes specific programs, activities, curricula, and matter the advisory team employs or deals with.

(3) Staff Roles -- Advisors typically have to assume affective and educational counseling responsibilities usually new to many administrators and teachers, such as cultivating personal relationships, understanding student transcripts, preparing for and organizing discussions for addressing affective/social issues, discussing non-instructional issues with students.

(4) Groupings and Participants -- A number of major decisions have to be made with regard to whom to establish as advisor, as well as student allotment to different advisories.

(5) Support Systems -- Administrative, structural support systems are the fifth vital element in the development of effective advisory programs. Several team members claim that for embedding advisory into school culture and achieving the acceptance of key constituents, support structure implementation is critical (Tocci, Hochman & Allen, 2005, pp. 11-16).

One among the most reliable services that are talked about in community colleges was the importance of offering academic advice, and the different responses by participants based on their experience with advising. Some of them mentioned getting poor advice and incorrect information regarding transferring courses. They also did not get personal attention during consultation. However, there were some who had good experiences, though it was a small number. Due to the huge value these students had on a strong academic consultation, it is clear that students would have better experience with the advisory services if the community colleges ensured proper training, and provided enough facilities to their students. Cuseo (2012) stated that nationwide data shows that students highly regard educational advice. Actually, he mentioned that advisory service was the most important service offered by community colleges. This is similar to a research conducted by Allen, Smith, and Muehleck (2013), which state acquiring correct information as the most important part of advising. It was described as "the capacity to provide students with correct information on degree necessities" (p. 336). They discovered, also, that there was a connection between the significance of linking students to their career, life and academic goals as they were associated with their majors. Likewise, Archambault, Forbes, and Schlosberg (2012) gave the following elements of productive adviser training. To start with, the adviser has to be skilled and conversant with the requirements in the colleges that are highly preferred by transfer students. They also stated that advisers should "motivate students to exploit each of the significant opportunities, and find students who may need extra help" (p. 111).

DiCesare and Younger (2015) demonstrated a training model they were working on, which was executed in the system of the Minnesota State Colleges and Universities. They discovered that they unite transfer experts and advisers annually for a meeting, have yearly induction for new practitioners, and also hold regional transfer conferences to talk about updates concerning some of the state's regions. Since some of the programs were executed, there has been a rise in the student's confidence in the ease of the transfer process, hence increasing their satisfaction. Merging the information among institutions may help in ensuring that students acquire correct and timely information, which can in turn reduce the frustration experienced when touring the community college during transitioning. From the responses by students in my research, it can be seen that this goes quite well with the approvals for working, which has already been introduced in such institutions as Minnesota State Colleges and Universities system.

Colleges may now think of more productive ways to execute outreach and programming to students who are non-traditional. In most cases, transfer students in community colleges are elder than the other students. The respondents in my research ranged between 21 and 41 years of age, the average age being 25. For this reason, most of them saw themselves as different and unique. They were more mature, older and had full-time jobs or had children. Two of my respondents, in particular felt that there were not enough curricular and extra-curricular opportunities for students with families and children. This was seen especially in the lack of involvement of their children in the programming process (Lazarowicz, 2015). It would have given them the chance to be part of more college activities in the early stages of their experience. Some were also of the opinion that they were left out of curricular activities. Some said that they felt that the lecturers gave assignments relating to students that were of the ordinary age. This left them at loss on how to do such assignments, and how to be part of their classes, since they seemed to be meant for the students of ordinary age.

From the five subjects, the theory of gradual transition is connected to the model of the three transition phases. 'Support is crucial' is directly linked to one coping resource. 'Maturity' is also directly linked with the resource for self-coping. 'Personal responsibility' is linked directly with the resource for strategies coping. 'Financing the experience in college' (Lazarowicz, 2015) is connected with the resource for situation coping. Many elements of the Theory of Transition by Schlossberg are used, hence it is seen to have great importance in the study concerning transfer students in community colleges.

Conclusion

Students face challenges when moving between educational levels. Numerous school advisory initiatives have been introduced across America for aiding students with transition. Student affairs practitioners are required to make student transition easier through adoption of programs and policies that aid transition. But researchers have described typical program-related issues. School advisors benefit from transitional theories in several ways. Among numerous relevant transitional theories, the Role Acquisition Model is most applicable to the area of higher education. Nardi and Thornton's theory, socialization theory, Neugarten's work and self-authorship also ease transition to the 'career phase' of life. While the aforementioned models are relevant to student transition, they do not completely apply to our subject of interest. Schlossberg's model devoted to fathoming transition has garnered considerable regard and is employed in fields such as higher education, counseling, and rehabilitation. The theorist describes transition as an event/non-event leading to changes in relationships, roles, practices and assumptions.

Five peer-reviewed articles have been taken up in the paper for analyzing Schlossberg's Transitional Theory: Davis and Patton's research considers transition theory's reflection of how individuals making sense out of extraordinarily complex transitions, especially effects of the manifold transitions Afro-Americans experienced post-Hurricane Katrina. The transition model and 4S model proved to be an effective base for study findings, helping highlight nuances of multiple-transition events for students post-Hurricane Katrina. Gilbert and Griffin's work reviews Schlossberg's theory of transition for evaluating institutions' influence on transition of veterans in education. The researchers claim that no single right solution exists to ease student transitions. DeVilbiss studied transition experiences of first-time, conditionally-enrolled, standard-age, full-time students, enrolled in a 4-year, medium-sized Southeastern public university from the perspective of Schlossberg's theory and concluded that students who enroll in success/transition courses considered these courses beneficial. Hoggan and Pellegrino addressed the subject via a qualitative research that involved transition of new veterans into community colleges and insight into their experiences, by applying the 4S framework and Schlossberg's theory. They found that veterans might perceive role changes and transition from military services to education as a loss or gain based on the situation. Some individuals are quick to adapt themselves to new roles, practices, assumptions and relationships, while others are hesitant and in doubt. Cossy's research into transition aimed at gathering data on transitional experiences and needs of new entrants of Western University. Study outcomes corroborated several assumptions outlined by Schlossberg concerning different kinds of transitions. Reframing transition from one to many simultaneous transitions more effectively captures the numerous challenges faced by students. Through this study, school advisory program executives can gain five key advisory initiative goals. Furthermore, a study of 10 advisory programs at institutions that implement ISA principles revealed 5 main advisory structure dimensions that should be considered in advisory program delivery, namely: scheduling, content and scope, staff roles, groupings and participants, and support systems.