Moving On: Integrating the lessons learnt and the way ahead

Educational Transitions: Moving Stories from Around the World

Volumn , Issue , 2009, Pages 223-244

  Jindal Snape, Divya ^a  

^a UNIVERSITY OF DUNDEE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80053555315     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203859124     Document Type: Chapter

References (34)

1. Akos, P., & Galassi, J. (2004). Gender and race as factors in psychosocial adjustment to middle and high school. The Journal of Educational Research, 98(2), 102-108.
2. Anderman, E., Maehr, M., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32, 131-147.
3. Bronfenbrenner, U. (1979). The ecology of human development. Experiments by nature and design. Cambridge, MA: Harvard University Press.
4. Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development (pp. 187-249). London and Philadelphia: Jessica Kingsley Publishers.
5. Clark, A., & Moss, P. (2001). Listening to young children: The Mosaic Approach. London, UK: National Children's Bureau Enterprises Ltd.
6. Clark, A., & Moss, P. (2008). Spaces to play: More listening to young children using the Mosaic Approach. London, UK: National Children's Bureau Enterprises Ltd.
7. Coyner, L., Reynolds, A., & Ou, S. (2003). The effect of early childhood interventions on subsequent special education services: Findings from the Chicago Child-Parent Centers. Education Evaluation and Policy Analysis, 25(1), 75-95.
8. Delamont, S. (1991). The hit list and other horror stories. Sociological Review, 39(2), 238-59.
9. Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171-189.
10. Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions, Vol. 3 (pp. 139-186). New York: Academic Press.
11. Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D. J., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. The Elementary School Journal, 93, 1553-1574.
12. Fabian, H. (2000). Small steps to starting school. International Journal of Early Years Education, 8(2), 141-153.
13. Fabian, H., & Dunlop, A. (2005). The importance of play in the transition to school. In J. R. Moyles (Ed.), The excellence of play, 2nd ed, (228-241). Berkshire:Open University.
14. Ford, J., & Gledhill, T. (2002). Does season of birth matter? The relationship between age within the school year (season of birth) and educational difficulties among a representative general population of children and adolescents (aged 5-15) in Great Britain. Research in Education, 68, 41-47.
15. Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29(2), 223-248.
16. Jindal-Snape, D., Douglas, W., Topping, K. J., Kerr, C., & Smith, E. F. (2006). Autistic spectrum disorders and primary-secondary transition. International Journal of Special Education, 21(2), 18-31. Retrieved April 24, 2009, from http://www.internationalsped.com/documents/03Jindalsnape.doc.
17. Jindal-Snape, D., & Foggie, J. (2008). A holistic approach to primary-secondary transitions. Improving Schools, 11, 5-18.
18. Jindal-Snape, D., Vettraino, E., Lowson, A., & McDuff, W. (under review). Using drama to facilitate primary-secondary transition. Education 3-13.
19. Ledger, E., Smith, A. B., & Rich, P. (2000). Friendship over the transition from early childhood centre to school. International Journal of Early Years Education, 8(1), 57-69.
20. Luthar, S. S. (2006). Resilience in development: A synthesis of research acrsoss five decades. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology:Risk, disorder, and adaptation (pp. 739-795). New York: Wiley.
21. Margetts, K. (2002). Transition to school: Complexity and diversity. European Early Childhood Education Research Journal, 10(2), 103-114.
22. Mruk, C. (1999). Self-esteem: Research, theory and practice. London: Free Association Books.
23. Newman, B. M., Lohman, B. J., Newman, P. R., Myers, M. C., & Smith, V. L. (2000). Experiences of urban youth navigating the transition to ninth grade. Youth & Society, 31(4), 387-416.
24. Newman, T., & Blackburn, S. (2002). Transitions in the lives of children and young people: Resilience factors. Edinburgh: Scottish Executive Education Department.
25. Nicholson, N. (1987). The transition cycle: A conceptual framework for the analysis of change and human resources management. Research in Personnel and Human Resources Management, 5, 167-222.
26. Ramey, S. L., & Ramey, C. T. (1999). Going to school. New York: Goddard Press.
27. Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-31.
28. Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental Psychology, 41, 860-871.
29. Scottish Government. (2006). Scottish schools (Parental Involvement) Act 2006 asp8. Retrieved March 13, 2009, from http://www.opsi.gov.uk/legislation/ scotland/acts2006/pdf/asp_20060008_en.pdf.
30. Stipek, D. (2002). At what age should children enter kindergarten? A question for policy makers and parents [Electronic version]. Society for Research in Child Development Social Policy Report, 16(2), 3-17.
31. Thomson, P. (2002). Schooling the rustbelt kids: Making the difference in changing times. Sydney: Allen & Unwin.
32. Vernon-Feagans, L., Odom, E., Panscofar, N., & Kainz, K. (2008). Comments on Farkas and Hibel: A transactional/ecological model of readiness and inequality. In A. Booth & A. C. Crouter (Eds.), Disparities in school readiness (pp. 61-78). New York: Lawrence Erlbaum Associates.
33. Wesley, P. (2001). Smooth moves to kindergarten. Chapel Hill: Chapel Hill Training Outreach Project Incorporated.
34. Zhou, Y., Jindal-Snape, D., Topping, K. J., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in Higher Education, 33, 63-75.