Fostering a Developmentally Responsive Middle–to–High School Transition Through a Summertime Transition Camp

• In Event: 56.072 - Improving School Climate in the Context of Urban Secondary Schools Serving Predominantly Low-Income Students

Abstract

In this yearlong qualitative case study, the researchers sought to investigate the ways a summertime transition camp may support a developmentally responsive middle-to-high-school transition for incoming ninth-grade students by focusing on the social aspects of the move. Data collection includes focus group and individual interviews, observations, and the collection of transition-related documents of 32 participants. Findings reveal that this summertime transition camp may support a responsive transition for incoming ninth-grade students by fostering peer-peer relationships, staff-student relationships, and school-student relationships. This study can benefit middle and high school administrators and educators who are interested in supporting the social aspect of middle-to-high-school transition in deep and meaningful ways.

Authors

• Cheryl R. Ellerbrock, University of South Florida

• Erin Parke, Pinellas County Schools

• Jennifer M. Denmon, University of South Florida

• Michael DiCicco, Northern Kentucky University

• Sarah Mead, University of South Florida

• Bridget M. Abbas, Thurgood Marshall Academy