A Qualitative Case Study of a Transitional Program for Students In Middle School as They Transition to High School

Every school year, many U.S. students prepare to make the transition from being a middle school student to becoming a high school student. School transitions happen regularly and can be considered predictable. As students transition to high school, there are more challenges such as school work and peer influence. The purpose of this qualitative case study was to explore the perceptions of students who participate in a transition program as they transition from middle school to high school. Also, this study explored the perceptions of teachers who participated in the transition programs. The population of this study consisted of students who were enrolled in a rural school district, which has a total student population of 500, in South Carolina who have participated in a transition program. The sample of this study was purposeful sampling of eight students who have participated in a transition program, as well as a purposeful sample of five staff who have worked with students in the transition program. An overall conclusion of the findings revealed the students enjoyed the transition program as it provided additional resources for students and access to additional clubs that provided structure and the ability to develop connections with peers. The staff found the transitional program beneficial to all students to help improve student success. Recommendations for future research include conducting all interviews in person, interviewing students and staff who have not participated in the transition program, and interviewing principals and superintendents. Program directors’ should develop a curriculum plan that students will follow and schools should seek funding to assist with proving transportation to students to attend the transitional program. Keywords: bridge program, transition program, low socioeconomic background, focus groups, administrator

Filling the silence: Giving voice to gender violence in Una’s graphic novel Becoming Unbecoming

Written in the style of a memoir, Una’s graphic novel, Becoming Unbecoming (2015), takes readers on a poignant journey of a young girl’s experiences of silence, shame and blame after being subjected to male sexual violence. The protagonist’s story is played out against the backdrop of the rapes and murders committed by the notorious Yorkshire Ripper. This paper examines the text’s multilayered narrative, which uses a range of graphic strategies and artistic styles to challenge its readers to make meaning, fill in the gaps, and piece together their own version of events. The text’s fragmented and disconnected sequences mimic the nature of traumatic memory, and the shifting linguistic-visual narration moves between fact, story, experience and emotion