English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purpose of this study was to describe the transition implementation experienced by rural elementary school district students entering the ninth grade at an independent school district, and to describe the ties to the school that exist among these same ninth grade students. This qualitative research involved interviewing 11 ninth grade students, six rural elementary school district counselors and/or administrators, and one independent school district counselor. Conclusions of the study revealed that the independent school district in the study does not have a structured transition implementation program to assist rural elementary school district students. Despite literature that supports the success of transitional programs for students and the fact that the county in the study once had a transitional program, there is currently no program in place. The one thing every rural elementary and independent school district staff member agreed on was that the transition process for the rural elementary students needs drastic improvement. Suggestions were provided by all participants to assist with improving transition.

The Transition Practices of One County's Rural Elementary School Districts and Their Receiving Independent School District