¶ … students transitioning from one school to another, the current research examines the subjective impressions of students as well as their academic performance outcomes. Student achievement is measured not only quantitatively, but also qualitatively, in terms of social performance and psychological well-being. This research takes into account academic performance, but also includes a small sample of students from a New Zealand public school who had recently transitioned. The role of peer groups and student support networks in fostering belongingness is examined. Likewise, collaborative learning has had a long and proven track record of success in schools. Collaborative learning has been found to help transitioning students in particular, because the model offers social and emotional supports that directly impact academic performance as well. The leadership style of educators is another variable that can impact the effectiveness of a student's transition. Research shows that when teachers serve as strong leaders, they help their students transition and feel a sense of belonging in their new environment, thereby fostering self-esteem and improved academic performance.
Reasons for student transitions may be due to the family being in the military, family job shifts, or immigration. The stressors that moving entails can place psychological strains upon the student, thereby impacting well-being as well as academic performance. In particular, research shows that transitioning can lead to social vulnerability and reduced self-esteem. Because psychological and social well-being have been proven vital to student success, it is important to study the elements that make for a successful student transition. Schools aware of what creates a successful student transition can create supportive learning environments.
Because the concept of belongingness is important for the ...
The term "transition shock" is commonly used, especially with regard to students in military families but also in immigrant families. The goal of the current research is to help schools identify the factors that minimize transition shock, and also the variables that promote student success. There are four main variables in the current research. First is the examination of basic elements that contribute to the well-being of students. Second is the interrelationship between well-being and self-esteem. Third is the importance of collaboration for academic achievement. Finally, the fourth examines the reciprocal dynamics of these variables.
The sample was a non-random, purposive sample of students. From a school of about 1800 students in all,…
The role of peer groups and student support networks in fostering belongingness is examined. Likewise, collaborative learning has had a long and proven track record of success in schools. Collaborative learning has been found to help transitioning students in particular, because the model offers social and emotional supports that directly impact academic performance as well. The leadership style of educators is another variable that can impact the effectiveness of a student's transition. Research shows that when teachers serve as strong leaders, they help their students transition and feel a sense of belonging in their new environment, thereby fostering self-esteem and improved academic performance.
School Counseling Professional School Counseling Until recently school counseling was more of a byword because most believed that the position could be filled by any qualified teacher, and, generally, it was. Teachers would get a master's degree in guidance or vocational counseling, and be considered able to work as a school counselor. The reason for this was that counselors in schools were not seen as a person who needed to deal with
There is little doubt that students with special needs require more support services, and the article referenced above adds clarity to that assertion. What also is true is that often students with disabilities are harassed, made fun of and even bullied because they are "different." An article in The Journal of Counseling & Development refers to emotional abuse that students (not necessarily students with disabilities but rather students that are
The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
Student Affairs Professionals Values What, in your view, should the purpose of higher education entail? Degree-granting institutes are expected to make sure that college-goers develop both generic dispositions (e.g., beliefs, attitudes, curiosity, etc.) and skills (communication, oral, written, compassion, tolerance, etc.), and discipline-specific abilities (e.g., knowledge, skills, attribute, responsibility, etc.) on completing their college degree. Existing research indicates that receiving higher education doesn't only entail acquiring discipline-specific education or applied competences. Rather, affective
Instructional strategies for transitioning students with disabilities from high school to post-High school vocational programs. Like all young people, students with disabilities want to go out in life and make a career and learn skills, which are necessary for their future use. Some students with disabilities have a strong desire to attend college or a vocational school and some want to operate independently in the community. Most of these students with