Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, research-based practices like home–school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experiences of parents of students with ASD in regard to this transition and home–school collaboration. Semi-structured interviews were carried out with 15 parents of children with ASD who attended mainstream government high schools in metropolitan Sydney. Through content analysis, parents were found to have received varying levels of transition support. Their experiences of home–school collaboration were, however, generally positive. Overall, it is recommended that parents’ knowledge of their children with ASD should be prioritised and utilised in transition planning. Findings also suggest that a greater implementation of practices including mandated transition planning and home–school collaboration in schools would contribute to more authentic inclusion of students with ASD.     

红河州哈尼族中小学生1985-1995年身体形态、机能及素质的动态研究

本文对红河州哈尼族中小学生在1985──1995年这10年间,在身体形态。机能和素质上的主要指标的增长（下降）值进行了分析,结果表明：10年来,形态指标身高、体重和胸围指数增长明显,但机能指标肺活量及肺活量指数则明显下降;素质指标速度素质和弹跳素质明显提高,而耐力素质和力量素质（除女生外）在小学阶段明显下降,中学阶段有所提高,但不明显．     

Continuity in early childhood education: transition from pre-school to school

Entrance to Primary School seems to be one of the most difficult and important changes in early childhood education. In this study it is examined the extent to which the differences between home or nursery school and primary school may cause difficulties to children in their psychological adjustment to the first grade of schooling. It is also investigated to see if some pedagogical strategies can make smoother the child's transition to school. The research was conducted in Greece during the period 1992–1993. Subjects were 75 nursery teachers, 566 first grade primary school teachers and 566 parents with first grade children. All subjects completed a questionnaire in which they evaluated the differences between home and primary school and between nursery school and primary school, as well as some pedagogical strategies. The results are presented in the tables I-IV. It seems that the differences between the environment in which the child lives before school and the primary school environment are so different that entrance to school is problematic for the child's adjustment. Some pedagogical strategies, however, may make smoother the children's passing from pre-school to school.     

Inclusive transition processes – considering socio-economically disadvantaged parents’ views and actions for their child’s successful school start

Previous research has noted that the transition to primary school is important for future school success. As a result, an inclusive transition process to school has become increasingly important. However, this process is particularly difficult for socio-economically disadvantaged children in Germany. The study considers parents’ views and actions in their children’s transition, especially with regard to parent–professional cooperation. Over a period of 36 months (18 months before and 18 months after school entry), 89 qualitative interviews with parents were conducted. Although five of the 16 children were affected by selective mechanisms, all parents emphasised the importance of their child’s regular school entry and assumed active roles in their child’s education. The findings suggest underlying selective structures that undermine the development of inclusive transition structures.     

Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self‐esteem

It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The aim of this exploratory study was to investigate the effects of a commercial off‐the‐shelf computer game on children's mental computation skills and on aspects of self‐perceptions. A pre–post design was employed. The participants were 71 primary school children (10–11 years old) from three classes. In School 1, a class of 21 children used a games console for 20 minutes each day, running a ‘brain training’ game. Two comparison groups were used. In School 2, 31 children used ‘Brain Gym’ techniques in their class over the treatment period. In school three, a class of 19 children acted as no‐treatment controls. The treatment period was 10 weeks. Significant pre–post gains were found in the games console group for both accuracy and speed of calculations, while results for the two comparison groups were mixed. The games console group showed significant gains in global self‐esteem, but not in other aspects of self‐concept. The comparison groups showed no significant gains in any area of self‐perceptions. There is a need now for upscaling to investigate generalisability.     

Codes of Conduct in the Soviet School System. Part 1: The Teacher as the Mouthpiece of the State

The purpose of this article is to analyze Soviet school codes as part of a continuous tradition in Russian education and as a way of arriving at a portrait of Soviet schoolchildren. The article is divided into two parts. The first part provides a brief historical overview of the codes of conduct in prerevolutionary and Soviet school policy and practice. The body of evidence that we consider includes resolutions of the Soviet government, Soviet regulations about schooling, as well as the corpus of codes of conduct for Soviet schools stretching from the 1930s to the 1980s. The history of codes of conduct in the Soviet school system can be told in several stages: an initial period of complete rejection of all codes of conduct (1917–27), a period of gradual legitimation through the issuance of government resolutions (1927–35), a transitional period of waiting for the adoption of regulations promised by government resolution (1935–43), a decade (1943–54) during which all requirements were based on the “Code for Students,” adopted in 1943, and finally a gradual transition period when disciplinary functions became subject to uniform requirements (1954–72). The “Code for Students” promulgated in 1943 differed from a similar set of rules issued in 1874 as the former sought to construct an ideal image of the Soviet school and student. The fact that the new “Code” came to play a largely symbolic function meant that it lost its ability to actually regulate school discipline on a day-to-day basis.     

BOOK REVIEWS

The relationship between components of emotional intelligence (EI) (interpersonal ability, intrapersonal ability, adaptability and stress management) and academic performance in English, maths and science was examined in a sample of 86 children (49 males and 37 females) aged 11–12 years during the primary–secondary school transition period. Results indicated that for both males and females, intrapersonal ability had little relationship with academic achievement, while adaptability had the strongest relationship with achievement in all subjects. Gender differences were particularly pronounced for science, for which stronger relationships were observed with all EI components for males. In addition, apparent only for males was a negative relationship between stress management and science. These findings offer support for the current inclusion of a personal and emotional element in the primary school curriculum, and indicate that such training is likely to help males more than females to make a successful transition from primary to secondary school.     

Improvement in National Test arithmetic scores at Key Stage 1: Grade inflation or better achievement?

The aim of the National Numeracy Strategy is to raise standards in numeracy. Strong evidence for its success has, however, been lacking: most of the available data come from performance on National Test assessments administered in schools or from Ofsted reports, and is vulnerable to suggestions of bias. An opportunistic analysis of data from a population cohort study extending over three school years compares school‐based scores at school entry and at age 7–8 with clinic‐based scores on similar tests. The results show a small but statistically significant rise between 1998 and 1999 and between 1998 and 2000 in scores on both KS1 arithmetic SATs taken in schools and the arithmetic component of the WISC test taken in an independent research clinic. This is evidence for a real rise in generalised arithmetic ability over this period which may be attributable to the children's experience of the National Numeracy Strategy.     

What emotional-centred challenges do children attending special schools face over primary–secondary school transition?

Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well-being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18-months and methodologies included ethnographic observations, child photo-elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short-term emotional well-being whilst still in primary school, in addition to their long-term well-being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support.     

Tracing the development of representational flexibility and problem solving in fraction addition: a longitudinal study

The study models the development of students’ multiple-representation flexibility and the use of problem-solving strategies and representations in fraction addition. A test administered three times, with breaks of 3–4?months between successive measurements to 108 students at a transition within primary school (Grade 5–6), 132 students at a transition from primary to secondary education (Grade 6–7) and 148 students at a transition within secondary school (Grade 7–8). Multivariate analysis of variance for repeated measures and dynamic structural equation modelling were carried out in order to analyse the data. Findings suggested that students’ performance improve through measurements. Dynamic modelling provided evidence for the strong interrelation between representational flexibility and problem solving at the three measurements. The results indicated the students’ established pre-existent knowledge and the important role the initial state of the aforementioned cognitive parameters plays on their advancement. Didactical implications are discussed.     

School-based parental involvement: a comparative assessment of predictors of satisfaction in South-East Europe

Exploring a unique region concerning educational reforms in the past 20?years, the present study empirically investigates the attitudes towards parental involvement in school life in a comparative perspective of south-eastern European (SEE) countries for the 2008/2009 school year. Based on a multiple regression model for nine different countries, the research examines the predictors of satisfaction with school–parent partnerships from the parents’ perspective in the SEE context. The 2009 Cross-National Survey of Parents provided detailed evidence of attitudes and practices in educational setups in the Balkans for a representative sample of parents with one or more children enrolled in primary or secondary education. The findings indicate that the most reliable explanatory variable for the parents’ satisfaction with ways of getting involved in school life is the attribution of school–parent roles, with effects knocking on to all the other factors, including the understanding of the need to participate and the feeling of being a stakeholder in the educational process.     

新课改背景下中小学教师继续教育的发展方向及应对

中小学教师是新课程和新教材实施的主力军,加强中小学教师继续教育已成为顺利推进新课改的关键。探索新课改背景下中小学教师继续教育的发展方向和发展措施,已成为当前和今后一段时期内中小学教师继续教育工作的一项十分重要而紧迫的任务。     

The transition from primary to secondary school: Teachers’ perspectives

The transition from primary school to secondary school has long been recognised as one of the most challenging times in a young adolescent students’ education, particularly in regard to their academic achievement. Research evidence from the last 30 years has identified a consistent pattern in students’ academic achievement across transition, suggesting that student achievement stalls or even declines in the first year of secondary school. The focus of this research was to identify teachers’ perceptions of the best practices to prepare students for a successful transition to secondary school. The findings were based on 12 one-on-one interviews with primary (Year 6) and secondary (Year 7) teachers. Teachers’ responses were analysed qualitatively through a process of thematic analysis. Findings from the research identified three key methods which primary and secondary school teachers believed were essential for facilitating successful transition experiences for students: curriculum continuity and awareness, communication between primary and secondary schools, and adequate teacher support.     

The duration of compulsory education and the transition to secondary education: Panel data evidence from low-income countries

A straightforward way of keeping children in school is increasing the duration of compulsory education. Evidence of the impact of this type of policy in Western countries is abundant. However, its effectiveness has been rarely tested in low-income countries. Using panel data of low-income and lower-middle-income countries covering the period 1996–2017, this paper analyzes the impact of lengthening the duration of compulsory education on the progression of children from primary to secondary education. The empirical results show that in those countries where this policy is implemented, there is a significant increase in the share of children progressing from primary to secondary education but only in those countries where after the reform the duration of compulsory education becomes longer than the duration of primary education.     

如何做好中、小学数学转轨教学

中、小学数学转轨教学是初中阶段数学教学极为重要的教学环节.做好中、小学数学转轨教学,就能顺利完成初中阶段的第一步教学任务,为顺利完成初中数学教学打好坚实的基础.     

Readiness for school of children having attended language immersion kindergarten in their teachers' and parents' opinions

In multicultural societies, much attention is given to children's language learning possibilities. In Estonia, the early language immersion programme for kindergarten children was started in the year 2000. The programme, while considered to be successful, has raised the question of whether the children participating in it are adequately prepared for school. The objective of the present study is to observe the readiness for school of those children who have participated in the early language immersion programme, taking into consideration the objectives of the curriculum and their teachers' and parents' assessments. The method of this study was a questionnaire employed over a three-year period (2009–2011) involving the teachers and parents of those children who were beginning their primary school education. The results of the study revealed that, according to the assessments of their teachers and parents, the readiness for school of the children having completed the early language immersion programme was very good. Data prove that language immersion programmes provide children with enough preparation to make a smooth transition from kindergarten to school life.     

小学班主任需要什么样的核心素养--基于152份班级成长记录的扎根理论研究

在学生发展核心素养的时代背景下,班主任核心素养逐渐成为研究与实践的关注焦点。研究采用扎根理论方法对一位小学优秀班主任历时四年连续撰写的152份班级成长记录进行了细致的编码分析,提炼出新时期小学班主任核心素养的维度与要点,包括自主生长、儿童指导、班级建设等3大维度,专业韧性、终身学习、实践反思、学习引领、综合锻炼、激励评价、沟通合作、组织领导、人文关怀等9大素养。保障小学班主任核心素养形成与发展,需要从制定小学班主任核心素养标准,开展基于班主任核心素养的专业培训,树立新时期小学优秀班主任楷模与激发班主任实现持续自我更新的主动性等多方面入手。     

幼小过渡期彰显幼儿入学准备的策略

从幼儿园升入小学对大班幼儿来说是一次重要的转折,在学前教育的最后半年与小学教育的最初半年的"幼小过渡期",对幼儿来说是一个很大的挑战。家庭教育是整个教育工程的基础和起点,家长应帮助幼儿做好入学准备工作,让幼儿顺利过渡到小学阶段。家长应从这些方面入手:营造良好的物质和心理学习环境,加强幼儿入学适应能力的培养,激发幼儿学习的兴趣,教给幼儿交往的技能,帮助幼儿养成好的习惯,更新自身教育观念。     

Enhancing Transition from Early Childhood Phase to Primary Education: Evidence from the research literature

There are many levels in the educational continuum, and each time a child moves from one level to the other transition occurs. Transition from the early childhood phase to primary school is one of the major steps that each child has to take in the education continuum, and has been known to be traumatic for most children. There is also research evidence which contends that this transition to the first year of primary school is very important for the child's future physical, emotional and intellectual development. This article examines the literature on transition to school, and discusses its importance and the need to minimise its adverse effects by providing a smooth transition for the child. The article presents the factors which impact on successful transition from the early childhood phase to primary school.     

Towards a Psychological Model of Teacher–Parent Communication in Hong Kong Primary Schools

Teacher attitudes and practices are considered as essential in fostering parental involvement in school education. In Hong Kong, amongst possible types of home–school links, teacher–parent communication about children's learning has been agreed to be the primary concern of both schools and parents. This paper reports a test of a psychological model of teacher–parent communication in Hong Kong primary schools. The model has taken into account the theory of planned behavior, self-efficacy theory, expectancy theory and theories of family–school relations. Scales for measuring the criterion and predictor variables have been developed. Variables that associated with teacher communication intention and practices were identified and path analyses linking the variables in a conceptual model were conducted. Results show that teacher commitment and teacher efficacy in working with parents have significant predictive power for teacher intention. Teacher intention, together with teacher commitment, has predictive power for teacher's time spent in communicating with parents. Relationships between individual teacher beliefs and the criterion variables are also described and discussed.