What are the academic strategies in the classroom for studnets as they transfer from middle school to high school? by Lisa Murray https://padlet.com/lmurray217/yryg8szt04yez3rn en-us 2022-11-06 12:24:51 UTC 2026-03-01 22:49:03 UTC hello@padlet.com Transitions lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626391 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626391 Teacher's Involvement lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626392 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626392 Student Success lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626393 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626393 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626394 Mizelle, N. B. (1995). In null (Ed.), Transition from middle school into high school: The student perspective]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626394 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626395 Barber, B. K., & Olsen, J. A. (2004). Assessing the Transitions to Middle and High School. Journal of Adolescent Research, 19(1), 3-30. 10.1177/0743558403258113]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626395 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626397 Hill, H. C., & Chin, M. (2018). Connections Between Teachers' Knowledge of Students, Instruction, and Achievement Outcomes. American Educational Research Journal, 55(5), 1076-1112. 10.3102/0002831218769614]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626397 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626398 Ellerbrock, C. R., Denmon, J., Owens, R., & Lindstrom, K. (2015). Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports. Middle Grades Research Journal, 10(1), 83.]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626398 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626399 Hertzog, C. J., & Lena Morgan, P. (1998). Breaking the Barriers Between Middle School and High School: Developing a Transition Team for Student Success. NASSP Bulletin, 82(597), 94-98. 10.1177/019263659808259716]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626399 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626400 Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School. Frontiers in Psychology, 7, 1988. 10.3389/fpsyg.2016.01988]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626400 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626402 Brown, L. C., & Seeley, C. L. (2010). Transitions from Middle School to High School: Crossing the Bridge. Mathematics Teaching in the Middle School, 15(6), 354.]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626402 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626403 Butts, M. J., & Cruzeiro, P. A. (2005). Student Perceptions of Factors Leading to an Effective Transition from Eighth to Ninth Grade. American Secondary Education, 34(1), 70-80.]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626403 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626404 Malik, R. H., & Rizvi, A. A. (2018). Effect of Classroom Learning Environment on Students' Academic Achievement in Mathematics at Secondary Level. Bulletin of Education and Research, 40(2), 207-218.]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626404 lmurray39 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626405 Smith, L. R. (1977). Aspects of Teacher Discourse and Student Achievement in Mathematics. Journal for Research in Mathematics Education, 8(3), 195–204. https://doi.org/10.2307/748520]]> 2022-11-06 12:24:51 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2371626405 Communication lmurray217 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2372006638 Bodenheimer, M, & Leidenberger, J. (2020). COVID-19 as a window of opportunity for sustainability transitions? Narratives and communication strategies beyond the pandemic. Sustainability: Science, Practice, & Policy, 16(1), 61–66. https://doi-org.une.idm.oclc.org/10.1080/15487733.2020.1766318

 

]]> 2022-11-06 21:05:41 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2372006638 Self-esteem/social anxiety - Coping lmurray217 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2372008410 Brouzos, A. ( 1,4 ), Vlachioti, A. ( 1 ), Baourda, V. ( 1 ), & Vassilopoulos, S. P. ( 2,3 ). (2020). A coping-oriented group intervention for students waiting to undergo secondary school transition: Effects on coping strategies, self-esteem, and social anxiety symptoms. Psychology in the Schools, 57(1), 31-43–43. https://doi-org.une.idm.oclc.org/10.1002/pits.22319

]]> 2022-11-06 21:08:45 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2372008410 CBM-I as a strategy lmurray217 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2372010280 Cox, P., Bamford, G. M., & Lau, J. Y. F. (2016). Cognitive bias modification as a strategy to reduce children’s fears and concerns about the secondary school transition. Anxiety, Stress & Coping, 29(4), 447–456.

]]> 2022-11-06 21:11:24 UTC https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2372010280 Interventions to support transition lmurray217 https://padlet.com/lmurray217/yryg8szt04yez3rn/wish/2372012579 Neal, S., Rice, F., Ng-Knight, T., Riglin, L., & Frederickson, N. (2016). Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety. Journal of Adolescence, 50, 31–43. https://doi-org.une.idm.oclc.org/10.1016/j.adolescence.2016.04.003

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