Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Charlotte Louise Bagnall"'
Autor:
Charlotte Louise Bagnall, Elizabeth Stevenson, Darel Cookson, Frederick Jones, Nicholas James Garnett
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
IntroductionPrimary–secondary school transitions are critical transitions for children that can be emotionally demanding longitudinal experiences, which can positively and negatively impact future emotional wellbeing and mental health. However, int
Externí odkaz:
https://doaj.org/article/d88330c22b934296baabf5c467cec5ce
Publikováno v:
Bagnall, C & Jindal-Snape, D 2023, ' Child Self-Report Measures of Primary-Secondary Transition Experiences and Emotional Wellbeing : An International Systematic Literature Review ', International Journal of Educational and Life Transitions, vol. 2, no. 1, 4, pp. 1-31 . https://doi.org/10.5334/ijelt.35
A systematic literature review of international empirical research was conducted to examine what child self-report measures have been used to assess their primary-secondary school transitions experiences and/or emotional wellbeing. The systematic rev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3d2d696b76489666753e8724e0f60fba
https://doi.org/10.5334/ijelt.35
https://doi.org/10.5334/ijelt.35
Publikováno v:
Bagnall, C L, Fox, C & Skipper, Y 2021, ' What emotional-centred challenges do children attending special schools face over primary–secondary school transition? ', Journal of Research in Special Educational Needs, vol. 21, no. 2, pp. 156-167 . https://doi.org/10.1111/1471-3802.12507
© 2021 The Authors. Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs. Primary–secondary school transition encompasses multiple social, academic and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6f63997af4822bce3a1541766248473e
https://doi.org/10.1111/1471-3802.12507
https://doi.org/10.1111/1471-3802.12507
Autor:
Charlotte Louise Bagnall
Publikováno v:
Pastoral Care in Education. 38:116-137
Transitions are an unavoidable part of life, often conceptualised as ‘make it or break it periods’. They are important for personal growth and learning but can also be damaging in terms of our psyc...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::91e9a6f0d5f5b059b97096a4134791cd
https://doi.org/10.1080/02643944.2020.1713870
https://doi.org/10.1080/02643944.2020.1713870
Publikováno v:
Children, Vol 8, Iss 681, p 681 (2021)
Children
Nesbit, R, Bagnall, C, Harvey, K & Dodd, H 2021, ' Perceived Barriers and Facilitators of Adventurous Play in Schools: A Qualitative Systematic Review ', Children, vol. 8, no. 8, 681 . https://doi.org/10.3390/children8080681
Children
Nesbit, R, Bagnall, C, Harvey, K & Dodd, H 2021, ' Perceived Barriers and Facilitators of Adventurous Play in Schools: A Qualitative Systematic Review ', Children, vol. 8, no. 8, 681 . https://doi.org/10.3390/children8080681
Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offer
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e0ec6f9b6bc5fb1c67cea226fd6a194d
https://www.mdpi.com/2227-9067/8/8/681
https://www.mdpi.com/2227-9067/8/8/681
Publikováno v:
British Journal of Educational Psychology. 90:206-226
Background: \ud Primary–secondary school transition is a major life event for 11‐year‐old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0059ccaffddfa98ec61d0ca79f3b71d1
https://doi.org/10.1111/bjep.12273
https://doi.org/10.1111/bjep.12273
Publikováno v:
Bagnall, C, Fox, C, Skipper, Y & Oldfield, J 2021, ' Evaluating a universal emotional-centred intervention to improve children's emotional well-being over primary-secondary school transition ', Advances in Educational Research and Evaluation, vol. 2, no. 1, pp. 113-126 . https://doi.org/10.25082/aere.2021.01.003
The transition from primary to secondary school is a critical period for children, which, for most children involves stress and anxiety (Jindal-Snape et al., 2020). If negotiated poorly, this transition can have a significant negative impact on child
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ee6433095c021699b0d203af85bc2554
https://e-space.mmu.ac.uk/627407/
https://e-space.mmu.ac.uk/627407/
Publikováno v:
Bagnall, C L, Fox, C L & Skipper, Y 2021, ' When is the ‘optimal’ time for school transition? An insight into provision in the US ', Pastoral Care in Education . https://doi.org/10.1080/02643944.2020.1855669
Across countries, the age and timing of when children navigate school transition varies, as does provision of support during this challenging time. These two factors can heavily shape young people’s adjustment, yet to date there is minimal research
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2e3bfee44b3a58b6715da359fa19eff9
https://eprints.gla.ac.uk/223876/1/223876.pdf
https://eprints.gla.ac.uk/223876/1/223876.pdf