Assessing Parent Perceptions of School Fit: The Development and Measurement Qualities of a Survey Scale

Bahena, Sofía; Schueler, Beth E.; McIntyre, James; Gehlbach, Hunter

doi:10.1080/10888691.2015.1085308

Cited by 10 publications

(10 citation statements)

References 35 publications

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“…For example, a scholar might conduct a series of in-depth interviews with a limited number of participants and derive important themes about their experiences in a qualitative phase. Then, the themes could be leveraged to develop quantitative survey items for an instrument to be deployed across a large sample population and analyzed statistically (e.g., Bahena, Schueler, McIntyre, & Gehlbach, 2016). Another example might entail the reverse: deploying a survey to be analyzed quantitatively and then selecting individuals representing particular patterns of response for interviews to gain qualitative insights into the experiences of individuals who embody the patterns of interest (e.g., Ivankova & Stick, 2007).…”

Section: Phenomenography As a Framework For Mixed Models Researchmentioning

confidence: 99%

Phenomenography as a Foundation for Mixed Models Research

Feldon

Tofel‐Grehl

2018

American Behavioral Scientist

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Phenomenography is a methodological paradigm, which emphasizes personal conceptions as a necessary construct to understand the relationship between the physical events that people experience and the personal meanings that they derive from those experiences. This perspective provides a useful framework for mixed methodology research, because its ontology provides both equal legitimacy to objective and subjective phenomena and an integrated paradigm within which one can jointly engage quantitative and qualitative methods. We examine several instances of mixed methods research from the literature that utilize a phenomenographic perspective and identify implications for further development of mixed research strategies.

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Section: Phenomenography As a Framework For Mixed Models Researchmentioning

confidence: 99%

Phenomenography as a Foundation for Mixed Models Research

Feldon

Tofel‐Grehl

2018

American Behavioral Scientist

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“…School fit has been described as the match between a student's school, and their psychosocial needs (e.g., for emotional support, self-esteem, competence, and autonomy) (Bahena et al, 2016). Stage environment fit (SEF) theory drew from person-environment interaction (PEI) theory (Hunt, 1975) to explore the impact of transitions on adolescent development (Eccles and Roeser, 2009).…”

Section: Transition and School Fitmentioning

confidence: 99%

Transitions Through Education

2022

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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“…School fit has been described as the match between a student's school, and their psychosocial needs (e.g., for emotional support, self-esteem, competence, and autonomy) (Bahena et al, 2016). Stage environment fit (SEF) theory (Eccles and Midgley, 1989) drew from person-environment interaction (PEI) theory (Hunt, 1975) to explore the impact of transitions on adolescent development (Eccles and Roeser, 2009).…”

Section: Transition and School Fitmentioning

confidence: 99%

“…Although parents have been identified as playing a pivotal role in supporting a child's transition (Stoner et al, 2007), there is limited research on parents' perspectives of their children's transition from primary to secondary (Dillon and Underwood, 2012). Similarly, parents' perceptions of school fit at transition within existing research literature is sparse, which is surprising given they are uniquely placed to offer valuable insight into their child's needs, given their knowledge of their children across various environments and developmental stages (Bahena et al, 2016). Additionally, including children's first-person accounts of transferring between schools with ASD is important for building the evidence base.…”

Section: Parent and Child Perspectivesmentioning

confidence: 99%

Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder

2020

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Objective: Transition from primary school to secondary school is an important point in a young person's development. Children's experiences at transition have been found to have an enduring impact on their social and academic performance and potentially their success or failure at secondary school. This primary-secondary transition frequently presents challenges for children with Autism Spectrum Disorder (ASD), resulting in uncertainty and anxiety. The objective of this study was to explore the perceptions of children with ASD, on the topic of which features of school environment fit more or less well with their needs, as they transferred from primary to secondary schools.Method: Semi-structured interviews were used to gather the experiences of 6 students with ASD, and their parents, before and after the transition to secondary school. A thematic analysis of these data identified common themes that captured the fits and misfits between the children's needs and their primary and secondary school environments.Result: Overall, participants voiced more positive perspectives of secondary school than primary school. Data analysis identified themes of feelings about school, peer relationships, relationship with school staff, curriculum, school organization, and accommodations.Conclusion: Inclusion and integration of students with ASD in mainstream secondary schools at transition can be a positive experience when the school environments are a good fit with the individual needs of each child with ASD. The transition can be challenging for children when a one size fits all approach is taken.

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Assessing Parent Perceptions of School Fit: The Development and Measurement Qualities of a Survey Scale

Cited by 10 publications

References 35 publications

Phenomenography as a Foundation for Mixed Models Research

Phenomenography as a Foundation for Mixed Models Research

Transitions Through Education

Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder

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