caa a22 4500 445329599 CHVBK 20180317142733.0 cr unu---uuuuu 170323e20110901xx s 000 0 eng 10.1007/s10648-011-9152-0 doi (NATIONALLICENCE)springer-10.1007/s10648-011-9152-0 Benner Aprile Population Research Center, University of Texas at Austin, Austin, TX, USA aut The Transition to High School: Current Knowledge, Future Directions [Elektronische Daten] [Aprile Benner] In the American educational system, school transitions are frequent and predictable, but they can disrupt student functioning across developmental domains. How students experience school transitions has been a focus of research for some time, but the high school transition has received less attention, and the limited research often focuses on a particular developmental domain (e.g., academics and socioemotional well-being) to the exclusion of a more integrated model. This review relies on life course theory to establish an organizational framework for interpreting and connecting the diffuse and sometimes disparate findings on the high school transition, including adolescent developmental trajectories and the influence of social ties, changing sociocultural contexts, and stratification systems. Conclusions identify aspects for future inquiry suggested by current knowledge and the tenets of the life course perspective. Springer Science+Business Media, LLC, 2011 School transition nationallicence Adolescence nationallicence Life course theory nationallicence High school nationallicence Educational Psychology Review Springer US; http://www.springer-ny.com 23/3(2011-09-01), 299-328 1040-726X 23:3<299 2011 23 10648 https://doi.org/10.1007/s10648-011-9152-0 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9152-0 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Benner Aprile Population Research Center, University of Texas at Austin, Austin, TX, USA aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/3(2011-09-01), 299-328 1040-726X 23:3<299 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer