| Autor: |
Ellerbrock, Cheryl R., Parke, Erin, Denmon, Jennifer |
| Předmět: |
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| Zdroj: |
Education Sciences; Jul2023, Vol. 13 Issue 7, p629, 18p |
| Abstrakt: |
In this qualitative case study (n = 32), researchers sought to understand the ways a multi-day summer transition camp may help incoming ninth-grade students experience a developmentally responsive transition into high school. The findings revealed camp helped support students' procedural, social, and academic-related needs and concerns. Learning the school layout and policies helped support students' procedural-related needs and concerns. Promoting student–student, educator–student, and school–student relationships helped support students' social-related needs and concerns. Attending academic classes and communicating expectations for academic success helped support students' academic-related needs and concerns. A summer camp may foster a responsive transition and mitigate school failure, but must be developed and delivered based on students' developmental and transition-related needs and concerns. Furthermore, students must perceive camp activities as actually supporting their needs and concerns. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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