![]() ![]() ![]() I conducted electronic searches in a variety of databases that catalog educationally relevant studies (i.e., Psych INFO, ERIC, Sociological Abstracts, Social Services Abstracts). Studies of school transitions occur in a variety of disciplines, and the broad nature of the literature search reflected this. I conclude with a discussion of future directions suggested by life course theory. As such, the theory is able to elucidate the general themes of the high school transition literature, which is both multidisciplinary and multilevel.Īfter providing a brief overview of life course theory tenets as a mechanism for subsequently presenting and interpreting research on the high school transition culled from an extensive literature review, I subsequently use the basic principles of the paradigm to organize this literature and identify critical themes. Moreover, unlike many other developmental perspectives, life course theory explicitly links individuals to the larger population, improving understanding of not only micro-level student experiences but also the macro-level educational inequalities that are targeted by educational policy. This paradigm provides a developmental lens through which to study educational phenomena, essentially bridging two key foci of the high school transition literature-academic performance and socioemotional well-being. 2004) that is increasingly reflected in educational research (e.g., Crosnoe and Huston 2007 Entwisle and Alexander 2002) and that, importantly, strongly emphasizes the need to study contextual transitions and their role in individual trajectories. It is an oft-used theory in developmental and demographic research (e.g., Dupre and Meadows 2007 Raley et al. Life course theory views lives as dynamically unfolding in transaction with social contexts and structured by transition points ( Elder 1998). Such organization efforts are necessary to make meaning of sometimes disparate research findings, to inform high school support and intervention efforts, and to identify existing gaps in our knowledge of students’ high school transition experiences in order to identify directions for future research endeavors.Ī promising avenue for achieving these important goals is to use the life course paradigm as an organizing framework. What is lacking in this growing literature, however, is coordination-we have accumulated a large base of information that now needs to be organized into a coherent body of knowledge. 1991), research on the high school transition is burgeoning across disciplines as scholars explore changes in student functioning from 8th to 9th grades ( Reyes et al. 2007) and middle school ( Eccles 2004 Simmons and Blyth 1987 Wigfield et al. Although less common than work on the transition to elementary ( Entwisle and Alexander 2002 Pianta et al. Working alongside architectural firm, TowerPinkster, O‑A‑K has provided construction management services for all projects at Byron Center Public Schools since 1995, overseeing more than $200 million for new schools, additions and renovations.Over the past three decades, scholars have focused extensive attention on school transitions. The media center was relocated to the new addition, which allowed for a new centralized administration wing. This expansion not only modernizes a significant portion of the building, but it also improves functionality by offering flexible large and small group spaces for 21st century learning. In addition, the building received a new roof and major site renovations, including parking lot reconfigurations to better accommodate traffic flow. Project scope included a new main entrance and multi-purpose lobby area, 18 additional classrooms, four new science rooms, a new weight room, an expanded cafeteria, and renovations to adjacent locker and hallway spaces. The groundbreaking ceremony was held in May 2018 and construction was complete in September 2020. Intentional phasing and added safety precautions, for both the new and renovated spaces, allowed for the movement of students and faculty throughout the building. The High School construction project was strategically phased over the course of two-and-a-half years, to ensure safety and minimize disruption to ongoing school operations and events. In response to that growth, the community supported a $68.5 million bond proposal in 2017, and a large portion of that funding went toward an expansion and transformation to Byron Center High School. Byron Center Public Schools has experienced consistent and significant growth over the past two decades. ![]()
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