Inclusive Transition

Increasing trends in the number of students with disabilities who transition from high school to college and career have been evidenced in the past 30 years. Transition support for students who have been included in secondary school classrooms is necessary to ensure successful outcomes. The purpose of this chapter is to present the evolution of transition support and two evidence-based transition planning approaches. The chapter also presents the laws that support transition at various points in the educational pipeline and suggests training and outcomes that might be provided for students and their families and educators. Inclusive education has done much to spur the need for change in the transition process. The approaches are available. They need to be implemented to support students to persist and succeed in post-secondary education and in the world of work.

God, Grades, and Graduation

It’s widely acknowledged that American parents from different class backgrounds take different approaches to raising their children. But missing from the discussion is the fact that millions of parents on both sides of the class divide are raising their children to listen to God. What impact does a religious upbringing have on their academic trajectories? Drawing on 10 years of survey data with over 3,000 teenagers and over 200 interviews, God, Grades, and Graduation offers a revealing and at times surprising account of how teenagers’ religious upbringing influences their educational pathways from high school to college. God, Grades, and Graduation introduces readers to a childrearing logic that cuts across social class groups and accounts for Americans’ deep relationship with God: religious restraint. This book takes us inside the lives of these teenagers to discover why they achieve higher grades than their peers, why they are more likely to graduate from college, and why boys from lower-middle-class families particularly benefit from religious restraint. But readers also learn how for middle-upper-class kids—and for girls especially—religious restraint recalibrates their academic ambitions after graduation, leading them to question the value of attending a selective college despite their stellar grades in high school. By illuminating the far-reaching effects of the childrearing logic of religious restraint, God, Grades, and Graduation offers a compelling new narrative about the role of religion in academic outcomes and educational inequality.

Effects of Research and Mentoring on Underrepresented Youths’ STEM Persistence Into College

Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.

Parental aspirations, schools, and the limits of flexible citizenship: Examining elite return migrants’ schooling decisions

This article investigates how return migrant parents navigate primary and secondary education options in Bangalore, a city in southwest India, by addressing the following question: What factors do return migrant parents consider when making schooling decisions? Through analyzing interviews with return migrant parents from 37 different families, the author argues that parents ultimately want to give their children the skills necessary to pursue their educational and professional interests anywhere in the world. To do so, parents select the ‘best’ school for their child, taking into consideration its demographics, curriculum, and reputation. However, in the process of crafting their children’s transnational futures, parents encounter stumbling blocks as they prepare for the transition from high school to college.

HISTORY, SCOPE, METHODS OF EDUCATION PSYCHOLOGY IN STUDENTS IN THE ELEMENTARY SCHOOL ENVIRONMENT

SDN Poris Pelawad 1 is a school located in one of the areas in Tangerang City, precisely in Poris Pelawad Village. Since the covid-19 outbreak, which requires all Indonesian citizens and even all over the world to apply WFH (Work Form Home) where the continuity of teaching and learning is also carried out online (In the Network) using media that we already recognize with the term zoom meeting or other media that saves usage. internet package, so that students in the learning process will produce a good ending. Learning is basically a process of interaction between educators and students, both direct (face-to-face) and indirect (learning activities using learning media in web applications). In the midst of the COVID-19 pandemic, teaching and learning activities are recommended to use an online learning model. The government has also provided assistance to students and educators in an effort to provide a free quota of 50GB every month, the level of the amount of the quota depends on the level of education as well, starting from elementary, junior high, high school to college, why is there a need for differences in the amount of quota distribution. Because each level requires different power, the higher the level of majority education, the more power needs that must be spent to achieve something that is expected. This study used an interview method to one of the teachers of SDN Poris Pelawad 1. The interview was conducted directly / offline by approaching the resource person.

The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

A Feasibility Study on an Ultra-Brief Intervention for Improving Freshmen’s Emotional Intelligence

In 1990, Salovey and Mayer introduced emotional intelligence (EI). Thirty-one years later, a proliferation of interventions to improve people’s EI has taken place. A literature review of studies focused on enhancing the EI of college students revealed a notable gap. When educational material for training sessions included all of the skills in an EI model, researchers usually utilized lengthy durations (i.e., 11–56 h). Few successful investigations employed an ultra-brief (i.e., ≤1 h) approach. The present study examined the feasibility of training using a minimalistic timeframe and a sample of freshmen; their transitional challenges from high school to college mark them as an appropriate target population. Employing a quasi-experimental one-group pretest–posttest design, the recruited participants (n = 75) experienced an ultra-brief intervention highlighting the complete skill-set in the Ability Emotional Intelligence model. Findings from a one-way repeated measures MANOVA indicated improvement transpired in two of four MSCEIT scores (i.e., perception and facilitation). The merit of the present study is delineated using Orsmond and Cohn’s five objectives for feasibility investigations. In addition, implications of the results and possible applications are proposed.

Implementing a Hybrid Summer Transition Program

The mission of the Virginia Commonwealth University Louis Stokes Alliance for Minority Participation (VCU LSAMP) program is to increase the retention and graduation rates of students from underrepresented racial and ethnic groups in science, technology, engineering, and mathematics (STEM) majors and those who matriculate into graduate programs. VCU LSAMP offers a hybrid summer transition program (HSTP) focused on facilitating the high school to college and two-year to four-year college transition process for students majoring in STEM disciplines. The goals of the program are to 1) build community among a cohort of students, 2) orient students to VCU, 3) prepare students for the academic rigors of their first year in a STEM discipline at VCU, 4) expose students to opportunities and careers in STEM, 5) engage them in the VCU LSAMP program, and 6) provide financial support. Five distinct components of the VCU HSTP are 1) a six-week online summer component, 2) a 1 week on-campus orientation, 3) a Design Project Challenge, 4) a transfer student track, and 5) an academic year component. Evaluation data reveals that the HSTP assisted participants with adjustment to the college schedule and setting, facilitated the formation of study groups, and increased overall motivation to graduate. The online courses helped familiarize students with both the academic topics in their chemistry and mathematics classes and the behaviors and norms of STEM majors. On average, participants in the HSTP had higher retention (85%) and graduation (73%) rates when compared with their peers (81% and 64%, respectively). Furthermore, those students who complete the online classes’ requirements had a higher probability of receiving a grade of B or better in their first mathematics or chemistry class.

Organized Activity Involvement Across the Transition to College

This longitudinal study examined multiple dimensions of organized activity involvement during the first semester of college – including intensity, breadth, and continuity– and their relation to college adjustment. Results indicated that organized activity intensity during the first semester was positively associated with optimism, and organized activity continuity discrepancy from high school to college was positively associated with positive affect. Additionally, residential status moderated the relation between organized activity continuity discrepancy and optimism, as well as the relation between organized activity intensity and positive affect. Gender also moderated the relation between organized activity breadth and positive affect.

High School to University: What Skills Do Students Need?

The problem of transferring library and information searching skills from high school to college is not new, but has become intensified in the last decade by the pressures of the information explosion, new technologies and budget reductions. While skills objectives for both high school and first year university are similar, the context and emphasis for the use of these skills differs in several respects. The survival skills students acquire in high school, particularly in the areas of periodical index use and computer search strategies, need to be expanded. Increased communication between high school teacher-librarians and academic librarians is recommended.