| dc.description.abstract | Students are experiencing major transitions between education settings more often than in previous decades (Dove, Pearson, & Hooper, 2010). While, historically, transitions have occurred between elementary and middle school, and middle and high school, for a number of reasons districts are increasing the number of major transitions for students from three to six or more (Dove, Pearson, & Hooper, 2010). Additionally, whereas students previously transitioned after fifth or sixth grades when they were cognitively and developmentally more mature, students in schools today are often transitioning at younger ages (Dove, Pearson, & Hooper, 2010), sometimes while still in early childhood education. The purpose of this study was to explore the perceptions of teachers, administrators, and counselors of the influence of major student transitions between school buildings between third grade and fourth grade on student adaptation to the learning environment. This study looked at the transition process through the lens of Piaget's Theory of Cognitive Development. The transition at Huntsman Elementary is a success in big part due to the number of visits to the school the students have before school begins. Additionally, communication is crucial in the transition process. This is not just limited to school officials communicating with incoming students and parents, but also the communication between the sending schools and the receiving school. While a solid transition plan helps support transitioning students, no process is all encompassing for all students. Additional supports may be required by some students to transition successfully. | |
