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Publisher Description

Respondents to a questionnaire about the elementary-middle and middle-high school transition experience respectively were 173 sixth grade students, 83 parents, and 12 teachers, and 320 ninth grade students, 61 parents and 17 teachers. Results revealed that school transitions posed both challenges and opportunities for students. Parents and teachers appeared to have a reasonably good appreciation of how these developmental experiences were perceived by students. Results from this study and from previous research suggest that distinct types of transition programming and a different temporal sequence may be needed in order to facilitate successful adjustment to three components--academic, procedural, and social--of a school transition. Suggestions about effective transition programming for each of the components are provided. **********

GENRE
Nonfiction
RELEASED
2004
April 1
LANGUAGE
EN
English
LENGTH
30
Pages
PUBLISHER
American School Counselor Association
SELLER
The Gale Group, Inc., a Delaware corporation and an affiliate of Cengage Learning, Inc.
SIZE
268.8
KB

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