Changing schools and the counselor.

2011 ◽  
pp. 66-106
Author(s):  
C. Gilbert Wrenn
Keyword(s):  
Changing Schools

Changing Schools: Are Good Intentions Enough?

1991 ◽  
Vol 14 (1) ◽  
pp. 55-59
Author(s):  
William Foster
Keyword(s):  
Changing Schools

Zmiany środowiska edukacyjnego uczniów – powszechność, uwarunkowania i konsekwencje w lokalnym systemie edukacji

2021 ◽  
pp. 54-71
Author(s):  
Joanna Stelmach
Keyword(s):  
School Achievement ◽  
Eighth Graders ◽  
Well Being ◽  
Educational Environment ◽  
Family Characteristics ◽  
Class Composition ◽  
Educational Pathways ◽  
Polish Language ◽  
Educational Path ◽  
Changing Schools

Some students experience unexpected, systemically unanticipated changes in their educational environment, such as changing schools or class, or perhaps repeating a year. Such educational pathways are labelled as ‘discontinuous’. They are recognised as disruptions in the educational settings and considered to be risk factors which may impinge on school achievement, behaviour, or overall well-being of a child. In this paper, we discuss the scale of the problem among eighth-graders from Ostrołęka, its probable causes, with particular emphasis on a family situation, and consequences, taking into account the maths and Polish language end-of-year test results in the seventh grade. The study has shown that changes disrupting the educational path carry a risk of greater school difficulties, especially in the case of maths (lower achievement, even when family characteristics relevant to the analysed relationship are controlled for). Therefore, it is important to take care – as much as it is possible – of the continuity of students’ educational environment, e.g. by reducing changes to those that are absolutely necessary (e.g. it should be carefully considered whether the changes in class composition between the third and fourth grade are necessary).

Changing Schools

2019 ◽  
pp. 138-164
Author(s):  
Harry Daniels ◽  
Andrew Stables ◽  
Hau Ming Tse ◽  
Sarah Cox
Keyword(s):  
Changing Schools

Mobility in Student Data Systems

2017 ◽  
Author(s):  
Ron Avi Astor ◽  
Linda Jacobson ◽  
Stephanie L. Wrabel ◽  
Rami Benbenishty ◽  
Diana Pineda
Keyword(s):  
Current Data ◽  
Data Systems ◽  
Homeless Students ◽  
New School ◽  
Student Data ◽  
Mobile Students ◽  
Definition Of ◽  
Additional Support ◽  
Changing Schools

For schools to be more proactive about addressing the needs of transitioning students and families, it’s important that district officials have a good sense of how often students are changing schools, who these students are, where they’re coming from, and where they’re going. Currently, there is wide variation in how states handle mobility in their student data systems. While some states have a specific definition of mobility, there are also differences in those definitions. By law, states track migrant and homeless students, but not all flag other groups of students that are likely to be mobile, such as military-connected students or those in foster care. Another complication is that when students move, schools do not mark the reason for the transition. Without knowing the reason for the change, all mobile students are lumped into one category— movers. But, as the previous chapter showed, the circumstances surrounding a move can affect students in different ways and have implications for how schools respond. If a move is proactive, for example, the family and the child may feel less stress and the student might feel more positive about the experience. If the change into a new school is reactive—caused perhaps by a difficult financial situation or leaving a negative situation at another school— the student and parents might feel more anxiety about the new school and need additional support and friendship during that time. Current data systems and the information they provide make it very difficult for researchers to separate the effect of the school move from the effect of the circumstances surrounding the move. These are important distinctions for educators to consider. Data systems do allow for researchers and practitioners to understand if a student moved during the summer or during the academic year. The timing of moves may be suggestive of the type of move a student is making; proactive moves may be more likely to occur in the summer months when learning will not be disrupted. Mid-year moves may have a proactive element, such as families moving for a better job, but they may also be reactive in nature, such as a loss of housing.

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