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\"Examines major myths informing American education and explores how educators can better serve students, increase college retention rates, and develop alternatives to college that don't disadvantage students on the basis of race or income. As the founder and co-headmaster of the Boston Arts Academy (BAA), an urban high school that boasts a 94 percent college acceptance rate, Linda Nathan could have rested on her laurels. But after ushering in fourteen years of graduating classes, Nathan took stock of the graduates: of those who went to college, 63 percent graduated and 37 percent dropped out. Although these stats are good, given that the national drop-out and transfer rate from college after the first year is 40 percent, Nathan feels like she failed the students who didn't graduate. This led her to reflect on the assumptions she herself has perpetuated about education: that college is for all, that hard work and determination are enough to get you through, that America is a land of equality. Seeing a rift between these false promises and the lived experiences of her students, Nathan argues that it is time for educators to face these uncomfortable issues head-on and ask the tough questions: How can colleges better acknowledge and address institutional racism and increase retention rates? And for those who sought a career without college, how could high school have paved an alternate path to success? Nathan includes the voices of BAA alumni/ae whose lived experiences provide a window through which to view urban education today and help imagine greater purposes for schooling\"-- Provided by publisher.

Successful preparation of newly graduated nurses (NGN) is a critical concern for the healthcare sector. This study explores the learning processes enacted in a transition program with NGNs implemented in hospitals in western Sweden. Group interviews with NGNs and ward managers were conducted, with the data analyzed using qualitative thematic analysis. The following themes were identified as the learning processes secured through the program: Recognizing the NGNs' role as novice practitioners, Emphasizing newly graduated nurses as learners, and Progressing towards a comprehensive nursing role. To support these learning processes, the program should provide opportunies to consolidate and reconcile NGNs’ experiences as novices in healthcare environments where effective performance is crucial. If NGNs are supported in these ways, the program can make salient contributions to develop the knowledge bases of their occupational expertise. •Transitioning from undergraduate education to nursing work practice is a challenging process.•Transition programs provide formal arenas for sharing knowledge and learning across sites.•Transition programs needs to be integrated into everyday work to support novice practitioners as learners.•The everyday work environment and management influence learning processes in transition programs.•Several educational components must be addressed for development of occupational expertise.

To identify the competencies required for effective leadership, examine strategies to foster these capabilities and evaluate the barriers, facilitators and outcomes associated with such programmes. The absence of comprehensive transition programmes for first-line nurse managers incorporating theoretical underpinnings, educational strategies and core leadership competencies represents a significant gap in nursing education. Furthermore, the lack of comparative analyses and systematic evaluations of programmes hinders identifying best practices to support leadership development. A scoping review was conducted following the Arksey and O'Malley framework. Seven databases, including PubMed, CINAHL, PsycINFO, Scopus, the Cochrane Library, TRIP and ProQuest were searched for studies published between 2012 and 2024. Data extraction, quality assessment and narrative synthesis followed the guidelines by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). Of 5324 articles, 31 met inclusion criteria: 19 quantitative studies (pre-post, cross-sectional, cohort and action research), 7 qualitative studies, 1 mixed-method study, 3 narrative reviews and 1 systematic review. Transition programmes often focus on developing leadership competencies through structured training, including didactic sessions, experiential learning and reflective practices. Programmes ranged from two days to 12 months, with content guided by theoretical frameworks. Facilitators and barriers of implementation included organisational factors, mentoring and workload management. The successful implementation of transition programmes requires a structured, theory-guided approach tailored to first-line nurse managers’ needs. These findings may provide a basis for designing context-specific educational interventions aimed at supporting leadership competencies, enhancing organisational performance and contributing to healthcare system sustainability.

Drawing upon Bourdieu's theories of social and cultural capital, a number of studies of the higher education environment have indicated that students who are first-in-family to come to university may lack the necessary capitals to enact success. To address this issue, university transition strategies often have the primary objective of 'filling students up' with legitimate forms of cultural capital required by the institution. However, this article argues that such an approach is fundamentally flawed, as students can be either framed as deficit or replete in capitals depending on how their particular background and capabilities are perceived. Drawing on interviews conducted with first-in-family students, this article explores how one cohort considered their movement into university and how they enacted success within this environment. Utilising Yosso's Community Cultural Wealth framework, this article discusses how these individuals drew upon existing and established capital reserves in this transition to higher education. (HRK / Abstract übernommen).

Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects.

Past research has revealed that, relative to primary-school students, high-school students have less-positive attitudes to mathematics and perceive their classroom environments and teacher–student relationships less favourably. This study involved the transition experience of 541 students in 47 classes in 15 primary (year 7) and secondary (year 8) government and Catholic schools in metropolitan and regional South Australia. Scales were adapted from three established instruments, namely, the What Is Happening In this Class?, Test of Mathematics Related Attitudes and Revised Mathematics Anxiety Ratings Scale, to identify changes across the transition from primary to secondary school in terms of the classroom learning environment and students’ attitude/anxiety towards mathematics. Relative to year 7 students, year 8 students reported less Involvement, less positive Attitude to Mathematical Inquiry, less Enjoyment of Mathematics and greater Mathematics Anxiety. Differences between students in Years 7 and 8 were very similar for male and female students, although the magnitude of sex differences in attitudes was slightly different in Years 7 and 8.

During the past decade, quantitative researchers have examined the first-year university experience from both variable-centred and person-centred perspectives. These studies have, however, generally been cross-sectional and therefore often failed to address how student learning changes during this transition. Furthermore, research has been undertaken chiefly with Western students, creating a significant gap considering the fact that students from a Confucian cultural heritage are a significant portion of the international higher education population. The present study seeks to address these weaknesses in the existing literature by employing a longitudinal person-centred approach to understanding the latent subgroups within a first-year student population at one Japanese university. Survey and achievement data from students (n = 920) attending one private university in western Japan at the beginning and end of their first academic year were analysed. Latent profile transition analysis (LPTA) identified three latent groups at time 1 and at time 2. LPTA mover-stayer modelling highlighted a pattern of students moving towards less adaptive groups over time. In particular, the least adaptive group increased in size, and no students from the low group managed to transition to the highest group during the course of their first year at a university.

Students with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from primary to secondary schools and from secondary school to postschool life in New South Wales (Australia). The practices that emerged were then examined for alignment with the Taxonomy for Transition Programming 2.0. The inductive content analysis of interviews with 8 parents and 13 teachers indicated that although most of the areas of the Taxonomy are represented in the planning processes, there is room for improvement, particularly in the areas of formal individual education program and transition planning, student involvement, information sharing, and program assessment. The results highlighted the importance of formal student- and family-centred planning processes to the success of both transitions. The results were used to make further recommendations for future research, policy, and practice. [Author abstract]

This paper addresses the question of why young Australians with intellectual disability (ID) remain underrepresented in open employment despite significant investment by various stakeholders. It uses the analogy of Whack-a-Mole (an arcade game) to draw attention to the complexity young people face during transition, and to illustrate how addressing one barrier in isolation is unlikely to result in successful transitions. In response to repeated calls for more holistic understandings of the transition process for young adults with ID, the paper draws upon the work of Urie Bronfenbrenner to present an adaptation of his model to map the ecologies of young people with ID's as they seek to transition from school to open employment. The model illustrates the complexity of transition, a proliferation of stakeholders, and traces how transition is contingent on much more than young adults with ID's capabilities. It invites further consideration of, and utility for, an ecological model as a basis for imagining possibilities to increase the number of people with ID in open employment and concludes by raising some questions that stakeholders might ask. [Author abstract]

Background HIV prevention, treatment, and care across the globe have been heavily dependent on donor funding and international aid, particularly across the Global South, with the highest contribution from the United States Government (USG) through PEPFAR. PEPFAR’s shift towards HIV care sustainability involves transitioning HIV/AIDS treatment programs from international to local partners. Despite the increasing focus on these transitions, there is limited evidence of effective models and the outcome of such transitions, particularly in low- and middle-income countries like Nigeria. This study evaluates the transition of a large-scale HIV/AIDS program from an international implementing partner (FHI 360) to a local partner, Excellence Community Education Welfare Scheme (ECEWS) in Nigeria, highlighting the processes and early outcomes. Methods The study used a before–after design to analyse programme data from Akwa Ibom and Cross River States, comparing indicators before, during and after the transition of HIV services from FHI 360 to the local partner ECEWS. A transition model was developed with stakeholder engagement. De-identified client data were abstracted from the Electronic Medical Records and District Health Information System (DHIS2) database for the pre-transition period (January–June 2022) and post-transition period (July–December 2022) and compared. Outcomes compared included HIV testing services, on-schedule refill appointments, and viral load testing uptake. Statistical analyses were performed using STATA version 14, with significance at p  < 0.05. Results A total of 405,702 individuals were tested for HIV between January 2022 and December 2022, with 116,138 (29%) tested before and 289,564 (71%) tested after the transition period. The average number of monthly tests increased by 149%, from 19,356 to 48,260 ( p  = 0.001), between the two periods. Additionally, on-schedule refill appointments improved significantly post-transition, increasing from 97.8 to 98.2% ( p  < 0.001), while viral load testing uptake improved from 96 to 99%. Success was attributed to comprehensive planning, strong stakeholder engagement, flexible communication strategies, and a robust monitoring and evaluation (M&E) system, which were outcomes of the transition model. Conclusion HIV/AIDS treatment program transitions to indigenous partners can be successfully achieved without compromising service accessibility, care quality, or treatment outcomes. Our study findings highlight the importance of collaborative planning in sustaining program outcomes during transitions with the aim of sustaining service delivery during this period. A systematic approach, utilising a well-structured transition model, facilitates a seamless transfer and provides a strategic framework for Nigerian programs.