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School Engagement and Support for the Transition to High School for Students with Learning Disabilities
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | School Engagement and Support for the Transition to High School for Students with Learning Disabilities. |
| 개인저자 | Foreman-Murray, Lindsay. |
| 단체저자명 | Vanderbilt University. Special Education. |
| 발행사항 | [S.l.]: Vanderbilt University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 69 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088351291 |
| 학위논문주기 | Thesis (Ph.D.)--Vanderbilt University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Fuchs, Lynn. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The transition from middle to high school is a critical moment in students' academic careers, when school engagement, grades, and attendance tend to decline while misbehavior and reports of depression and loneliness rise. One promising area of research focuses on the potential of school efforts to support students' transitions from middle to high school as a means to improve adjustment to high school for ninth graders. I investigated associations between types of support for transition to high school and students' ninth-grade school engagement and academic performance, as well as the relation between transition support and graduation outcomes. Using data from the High School Longitudinal Study 2009, the study sample comprised approximately 808 students with learning disabilities (LD). Analyses incorporate covariates common to studies investigating transition outcomes. Multiple regression was used to determine the relation between support for transition and student outcomes |
| 일반주제명 | Special education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
