Understanding and Supporting the School Transitions of Military-Connected Adolescents in Canada
Notice bibliographique
Résumé
Background: For adolescents, participation in school has been shown to have important and positive influences on their health and well-being. However, participation in school can be impacted by a variety of factors, such as living in a military family. American research has indicated that ongoing stressors associated with living in a military family, such as frequent relocations and associated school transitions, put military-connected adolescents at an increased risk of experiencing vulnerabilities, especially if they have special education needs. To date, there have been limited research efforts to understand the school transition experiences of adolescents from Canadian military families. Purpose: The purpose of this dissertation was to (1) provide an in-depth, multi-perspective understanding of the school transition experiences of adolescents from Canadian military families and (2) identify key areas of consideration to inform future policy and programming development to support the school transition experiences of adolescents from Canadian military families. Methods: A qualitative-dominant multiphase mixed methods design was used. In Phase One, an interpretative phenomenological analysis (IPA) study was conducted. Demographic surveys and individual-semi-structured interviews were used to collect data from adolescents, parents, and educators. In Phase Two, a mixed methods study was conducted. A questionnaire and a focus group were used to collect data from staff members of Military Family Resource Centres (MFRCs). Findings: In comparison to younger children, the findings of this dissertation suggest that frequent relocations and constant school transitions can have greater social and academic implications for military-connected adolescents, especially if they have special education needs. The findings of this dissertation also shed light on key areas of consideration to inform future policy and programming development to support the school transition experiences of adolescents from Canadian military families. Conclusion: Currently, there is emphasis being placed within Canadian defence policy to support military families and reduce the implications of their high mobility. Moving forward, more research is needed within Canada to better understand the school transition experiences of military-connected students, particularly those with special education needs, to ensure future efforts across policy and programming are evidenced informed.
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,017 | 0,003 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».