@article{
 title = {School transitions: beginning of the end or a new beginning?},
 type = {article},
 year = {2000},
 pages = {325-339},
 volume = {33},
 publisher = {Pergamon},
 id = {70ba615a-1cad-3710-98bd-ad60d00a19a6},
 created = {2021-07-23T18:27:24.669Z},
 accessed = {2021-07-23},
 file_attached = {true},
 profile_id = {6476e386-2170-33cc-8f65-4c12ee0052f0},
 group_id = {5a9f751c-3662-3c8e-b55d-a8b85890ce20},
 last_modified = {2021-07-23T18:27:26.784Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 citation_key = {anderson:ijer:2000},
 private_publication = {false},
 abstract = {Moving from elementary to middle/junior high school or from middle/junior high to high school is difficult for most students and especially problematic for some. This chapter explores the reasons that these transitions are difficult, the kinds of students that have the greatest difficulty with transitions, and the process of disengagement from school that too often follows unsuccessful transitions. Facilitating successful transitions requires that attention be paid to students' preparedness for the transition and the kinds of support students need before, during, and after the transition. The chapter concludes with a series of recommendations for facilitating successful transitions. © 2000 Published by Elsevier Science Ltd.},
 bibtype = {article},
 author = {Anderson, Lorin W. and Jacobs, Jacque and Schramm, Susan and Splittgerber, Fred},
 doi = {10.1016/S0883-0355(00)00020-3},
 journal = {International Journal of Educational Research},
 number = {4}
}

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