Relevant bibliographies by topics / Primary to secondary transition

Academic literature on the topic 'Primary to secondary transition'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Primary to secondary transition"

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Duncan, Miriam. "Supporting the transition from primary to secondary education." British Journal of School Nursing 7, no. 4 (May 2012): 183–87. http://dx.doi.org/10.12968/bjsn.2012.7.4.183.

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Jindal-Snape, Divya, Elinor Vettraino, Amanda Lowson, and Wilson McDuff. "Using creative drama to facilitate primary–secondary transition." Education 3-13 39, no. 4 (September 2011): 383–94. http://dx.doi.org/10.1080/03004271003727531.

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Li, Zheng, Alisdair R. Fernie, and Staffan Persson. "Transition of primary to secondary cell wall synthesis." Science Bulletin 61, no. 11 (June 2016): 838–46. http://dx.doi.org/10.1007/s11434-016-1061-7.

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Zeedyk, M. Suzanne, Joanne Gallacher, Margie Henderson, Gillian Hope, Bruce Husband, and Kenny Lindsay. "Negotiating the Transition from Primary to Secondary School." School Psychology International 24, no. 1 (February 2003): 67–79. http://dx.doi.org/10.1177/0143034303024001010.

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Topping, Keith. "Primary–secondary transition: Differences between teachers’ and children’s perceptions." Improving Schools 14, no. 3 (November 2011): 268–85. http://dx.doi.org/10.1177/1365480211419587.

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Transition from primary to secondary school is an important but neglected topic. For this review, 88 studies were selected from 325 possible studies, as including substantive data related to transition. The teacher’s perspective and the child’s perspective were very different, the former principally concerned with attainment and the latter principally concerned with socio-emotional issues. Children were concerned with peer relations and bullying, self-esteem and external support networks. Teachers were concerned with the attainment dip on entry to secondary school, curriculum problems, school strategies to ameliorate these, special groups and children with disability. The secondary school was a problem for all children at first, but after a term many children adjusted, though 40 percent still struggled after a year. The difficulty was greater for children from homes in poverty or ethnic minorities, particularly where parental encouragement was lacking. The quality of the evidence was critiqued and evidence-based implications for practice and policy and future research were outlined.
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Hopwood, Belinda, Ian Hay, and Janet Dyment. "The transition from primary to secondary school: Teachers’ perspectives." Australian Educational Researcher 43, no. 3 (March 17, 2016): 289–307. http://dx.doi.org/10.1007/s13384-016-0200-0.

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Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.

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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.
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Ferguson, Peter. "Primary/secondary transition and related teacher attitudes to science." Research in Science Education 21, no. 1 (December 1991): 90–95. http://dx.doi.org/10.1007/bf02360461.

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Kenyon, Janet. "Making a smooth transition between secondary and primary care." PharmacoEconomics & Outcomes News 89, no. 1 (November 1996): 3–4. http://dx.doi.org/10.1007/bf03270403.

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Bogle, Jennifer. "Building resilience during transition from primary to secondary school." Educational Psychology in Scotland 9, no. 1 (2007): 36–42. http://dx.doi.org/10.53841/bpsepis.2007.9.1.36.

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Transition from primary school to secondary school represents a period of great change and uncertainty for young people and much research has been done on the importance of providing consistency of support during this time. This paper describes an intervention designed to promote resilience in a class of 24 Primary 7 pupils in preparation for their eventual transition to secondary school. Resilience is viewed not as a fixed concept but as dynamic and malleable, based on the idea that effective intervention can trigger resilient responses in children and young people.
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Dissertations / Theses on the topic "Primary to secondary transition"

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Roberts, Joanne P. "The transition from primary school to secondary school." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.

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A feature ofthe education system in the United Kingdom is the transfer of children, at approximately age of 11, from a smaller primary school to a larger secondary school. Evidence suggests this transition is an important time in a child's life and whilst many children make a smooth transition, some find this change very difficult. This thesis reviews the literature regarding parental influence on the transition from primary school to secondary school. Research has identified tha,t parental involvement in a child's education can have a considerable effect on a child's academic and psychological adjustment. However, during transition, when children typically have to manage a number of competing demands, parental involvement generally declines substantially. To contextualise and facilitate an understanding ofthe factors which effect parental involvement during transition, th~ review aisp considered the influence oftransition on adolescent adjustment and parental influence on adolescent adjustment. The experimental paper explored the long term effects oftransition on adolescent adjustment by investigating how pre transition levels of cognitive ability, levels of psychopathology and emotional intelligence have an effect on transition. Pre transition (year 6) pupils comple.ted measures ofcognitive ability, emotional intelligence and psychopathology. Post transition (year 7 and year 8) pupils completed measures ofemotional intelligence, psychopathology and answered questions abouttransition. The results demonstrated low self concept and/or high anxiety scores were significant predictors ofa negative report oftransition. Furthermore, a higher score on one measure ofemotional intelligence proved a significant predictor ofa positivereport oftransition.
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Hodgkin, Kieran. "Schooling, Physical Education and the primary-secondary transition." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.

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Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.
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Lester, Leanne J. "Bullying and the transition from primary to secondary school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/546.

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Peer relationships within the school environment are one of the most important determinants of social and mental wellbeing for adolescents and as such, schools have become increasingly aware of the prevalence, seriousness and negative impacts of bullying behaviour. The transition from primary to secondary school provides both challenges and opportunities as many adolescents undergo transition while experiencing environmental, physiological, cognitive and social changes as part of the adolescent development process. This is also a period during a student’s school life when their risk of being bullied is higher than at other times. The aim of this study was to use longitudinal data to examine bullying experiences and their temporal association with other problem behaviours, social and mental health during the transition period from primary to secondary school. The findings from this research will facilitate the development of empirically grounded recommendations for effective school policy and practice to help reduce the bullying experiences and enhance the social and mental health of adolescents who are transitioning from primary school to high school. Longitudinal data collected during the Supportive Schools Project (SSP) were used to address the aim of the study. The SSP project recruited 21 Catholic education secondary schools in Perth, Western Australia, and tracked 3,459 students from the last year of primary school (Year 7) to the end of the second year of secondary school (Year 9). The SSP aimed to enhance the capacity of secondary schools to implement a whole-of-school bullying reduction intervention. Students completed a self-administered questionnaire on four occasions that allowed for a longitudinal assessment of their knowledge, attitudes, and bullying experiences during the transition from primary to secondary school. This research comprised four stages. The predictive relationship of bullying perpetration and victimisation and the future level of involvement in other problem behaviours were explored in Stage 1 of this research. Stages 2 and 3 investigated the direction and strength of the relationships between social and mental health factors (e.g., loneliness at school, connectedness to school, peer support, safety at school, depression and anxiety) and bullying victimisation during early adolescence, and determined the most critical time to focus school-based social health and bullying intervention programs. Stage 4 investigated the social health predictors and mental health outcomes of chronic victimisation over the primary to secondary school transition period. Six research questions were tested as part of this research and are reported in a series of five peer-reviewed publications. The first research question, (Does the level of bullying involvement predict level of engagement in problem behaviours?) was addressed in Stage 1. Results from Stage 1 found high correlations between cyberbullying and traditional forms of bullying, and found levels of traditional victimisation and perpetration at the beginning of secondary school (Year 8) predicted levels of engagement in problem behaviours at the end of Year 9. Cyberbullying was not found to represent an independent risk factor over and above levels of traditional victimisation and perpetration for higher levels of engagement in problem behaviours. Stage 1 results highlighted the importance of reducing the frequency of bullying prior to and during transition to lessen the likelihood of future involvement in bullying and other problem behaviours. Knowledge of the temporal relationships between social and mental health and bullying experiences over the transition period may allow for early intervention to address bullying, which in turn, may lessen the likelihood of involvement in other problem behaviours. These results from Stage 1 led to Stages 2 and 3. Stage 2 addressed the relationship between social health and bullying experiences, answering Research Questions 2 and 3 (What is the temporal association between peer support, pro-victim attitudes, school connectedness and negative outcome expectancies of bullying behaviour and perpetration-victimisation over the transition period from primary to secondary school?; What is the temporal association between social variables such as connectedness to school, peer support, loneliness at school, safety at school and victimisation during and following the transition period from primary to secondary school?). Stage 3 involved examining the temporal relationship between mental health and victimisation addressing Research Question 4 (What is the temporal association between mental health and bullying victimisation over the transition period?). The significant reciprocal associations found in the cross-lag models between bullying and social and mental health indicate social and mental health factors may be both determinants and consequences of bullying behaviours (Stages 2 and 3). Based on the magnitude of the coefficients, the strongest associations in the direction from victimisation to the social health variables occurred from the beginning to the end of Year 8, suggesting these relationships may already be well established for some students by the time they complete primary school. Reducing students’ victimisation in Year 8 may, therefore, protect students from poorer social and mental health outcomes during the first and subsequent years of secondary school. Understanding the social health predictors and mental health outcomes of those chronically victimised over the transition period led to Stage 4 of this research. Stage 4 answered Research Questions 5 and 6 (How do social variables such as connectedness to school, peer support, loneliness at school, and safety at school predict class membership in bullying victimisation trajectories over the transition period?; Can class membership in bullying victimisation trajectories predict mental health outcomes such as depression and anxiety?). Using developmental trajectories of victimisation during and following the transition from primary to secondary school, adolescents were assigned to non-victim, low, increasing and stable victimisation groups. Adolescents with poorer social health were more likely to be in the increasing and stable victimised groups than in the not bullied group. Students in the low increasing victimised group had poorer mental health outcomes than those in the stable and not bullied groups. Unexpectedly, the impact of victimization onset at the start of secondary school had a greater impact on mental health than prolonged victimisation beginning at an alternative developmental stage. The results of Stage 4 reiterate the importance of intervening to reduce bullying prior to and during the transition period. There are limitations which may affect the validity and generalisability of these research findings. Threats to the internal validity of this study include data collection methods, selfreport data, measurement limitations, and attrition. The causal links and trajectory groups were studied over a relatively short, but critical, social time period consisting of immense social growth and development of social skills and relationships. For some students, the associations studied may have been well established prior to their involvement in the study. These findings collectively suggest that by secondary school bullying behaviours and outcomes for students are fairly well established. Prior to transition and the beginning of secondary school appears to be a critical time to provide targeted social health and bullying intervention programs. The results of this study have important implications for the timing of school-based interventions aimed at reducing victimisation and the harms caused by long-term exposure.
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Mollart, Katherine. "The wellbeing of adolescents during the primary-secondary school transition." Thesis, University of Oxford, 2013. https://ora.ox.ac.uk/objects/uuid:358d9b62-2b0d-4055-bd4a-6ec73e3f896c.

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The transition to secondary school can represent a significant life event for many adolescents and can adversely affect their psychological adjustment and wellbeing. Little is known about how adjustment to this transition can be facilitated for young people. The review paper critically evaluated the evidence-base for school transition programmes that target pupil's mental wellbeing. A keyword search of abstract databases was conducted and 20 studies were evaluated. The majority of studies could not conclude that their intervention improved mental wellbeing to a statistically significant level, and numerous methodological limitations weaken the existing evidence-base. However, the most promising areas of research pertain to intervening with the parents and teachers of adolescents experiencing school transition. Further research should investigate this further. The empirical paper employed a qualitative methodology to examine how adolescents make sense of and create meaning from their experience of going to boarding school, and to explore what can be done to facilitate this adjustment. Ten female and male adolescents were interviewed in their second year of attending boarding school. The interviews, analysed using lnterpretative Phenomenological Analysis, yielded three superordinate themes: 1) 'Home is where the heart is', which captures adolescents experiences of homesickness, the stronger relationships formed with their family, and the development of new attachment figures with their house matron and peers, 2) 'Living in a bubble', which reflects a feeling of being constrained at boarding school and an awareness of it being a hierarchical environment, and 3) 'Gaining familiarity with the place and just being me' as adolescents appeared to positively adjust over time. Results are discussed in terms of attachment, coping and adjustment theories and models of psychosocial development. Clinical and organisational implications for professionals working in boarding schools, as well as suggestions for future research arc discussed.
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Matthews, Rhiannon Elizabeth. "Parent and child constructions of the primary-secondary school transition." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/78280/.

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The transition from primary to secondary school has been identified as a critical moment in a child’s educational career, which can have implications for their emotional well-being and educational and social outcomes. The majority of literature relating to transition has focused on three main areas; the effects of transition on academic attainment and well-being, pupil’s experience of transition, and predictors of difficult transition. This paper seeks to contribute to the understanding of pupils’ transition experiences by exploring an area which is, to date, under-researched. The study explores child and parent constructions relating to transition within a population of primary school pupils who have been identified as ‘vulnerable’. A mixed method approach was utilised to explore parent and child constructions of the primary to secondary transition and whether transition anxiety differs in parent-child dyads that consist of an anxious parent or a non-anxious parent. A sample comprising of 37 parent-child dyads from a single Local Authority participated in the first stage of research. The parents of these children were divided into two groups following the completion of the STAI; anxious parents and non- anxious parents. Each member of the dyad completed a quantitative measure of transition related concerns which were then statistically analysed in relation to the research questions. In addition to the quantitative measures, 11 parent-child dyads participated in individual semi-structured interviews to further explore their construction related to transition. These interviews were transcribed and analysed using thematic analysis. Five themes were found: growth, information gathering, adaptation, struggling with discontinuity and feelings of hope. The implications of findings are discussed in relation to the role of Educational Psychologists and Educational Professionals. Further directions for research are considered, alongside the limitations of the present study.
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Tobbell, Jane. "Exploring transition from primary to secondary school : communities, practice and participation." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424679.

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Barlow, William Don. "Drama convention approaches and primary-secondary transition : pupils' and teachers' views." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28751.

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This study was undertaken in the west coast of Scotland and contributes to literature in the fields of Drama (with particular focus on Drama Convention approaches), and primary-secondary transition. The research questions were: 1. How do young people understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 2. How do primary teachers understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 3. How does the evidence from the thesis correlate with literature?The investigator devised three Drama structures that addressed a fictional Primary seven pupil’s transition to secondary school. Data was gathered through a research diary, pupil focus groups, pupil questionnaire and exit cards, teacher observations of pupils’ interactions with the Drama structure, a teacher semi-structured interview. Data was analysed using an interpretivist stance, within a case study approach, through iterative thematic coding. The participants indicated that Drama Convention pedagogy is child-centred, motivational and engages young people in transitional learning; the majority of pupils expressed their positivity about transferring to secondary school. Drama Convention approaches developed themes of: citizenship, solidarity, empathy, meta-awareness, multiple perspectives, understanding of bullying at transition, and real-world learning. The thesis contributes to Drama literature by providing an analysis of pupil and teacher voice on thirteen specified Drama Convention approaches (Neelands and Goode, 2016). In addition, the thesis contributes to the transitional literature by indicating that Drama Convention approaches provide an engaging pedagogical approach that empowers young people to discuss their transitional thoughts and opinions in a safe and purposeful learning environment. The implications and recommendations of this study are that further research should be implemented in using Drama Convention approaches as a pedagogical method for primary-secondary transitional learning and that greater support should be given to teachers in developing their understanding of Drama pedagogy.
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Knight, Perry. "Understanding the contexts of children's transition from primary to secondary education." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629657.

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‘Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.’ (Chinese proverb) Why is it that children in Year 6 have the ability to construct stories independently, yet at the start of Year 7 the same children have difficulties recalling this knowledge and understanding? Transfer from primary to secondary education has been widely debated for a number of decades. Despite this, Evans et al.’s (2010) evaluation of transition concluded that for over 20% of transferring children, the process remains problematic, leading to inconsistent progress, both academically and socially. Transition research has focused significantly on process and procedures, accumulating data from a wealth of stakeholders, but largely neglecting the voice of the child experiencing this process. My research centres on the child, documenting their learning journey through their transition from primary to secondary school. Galton et al (1999b) identify three elements supporting a child’s continuation of learning post- transfer: enthusiasm for learning; confidence in themselves as learners; and a sense of achievement and purpose. A significant contribution to these qualities is the socio- constructivist view that ‘talk drives learning.’ Clear differences in progress, learning and teaching are contained within the microsystems of classroom life. Therefore, to deepen understanding of contexts of transition it is essential to focus research on language and relationships within such systems. Bronfenbrenner’s bio-ecological framework (1979) provides a basis for an analysis of the contribution of microsystem relationships and sub- cultures to the social matrix of different and progressive classroom environments. My research used an exploratory multi-case study approach (Merriam, 1988a; Yin, 2009). Three distinct models of transfer were identified and examined in depth. Within each of these cases, the learning of a group of children was observed and key points discussed with them throughout the transition process. Therefore, my research explored transition in the broadest sense, through the child’s experiences. The research moved beyond myth and procedures in order to understand the tools a child needs to transfer into secondary school to ensure sustainable progress and enjoyment of learning. Each of the cases had their own model of transfer. The first, Case1, considered children transferring from the more ‘traditional’ primary school into a ‘secondary’ school. In the second, Case 2, children transferred within an ‘all-through’ school within the same building. The third, Case 3, operated within the experience of Case 2, but transferred from their primary setting into the all-through school (the same school as Case 2). The study expected Case 2 as being the best model of transfer and provider of seamless progression of learning for children in Years 6 and 7. However, each model had case-dependent issues that affect a child’s progress within the wider contexts of transition. As a result, the study acknowledged the impact of previous research and further considered this study’s impact on learning in meso and microsystems. Three main, associated arose across the case studies. The first considered teacher provision during the transition period identifying: • the importance of learning roles and relationships between the child and their teacher, and the child and their peers. • structures of accountability generated by Statutory Assessment Tests (SATs). Within a culture of test-based curriculum structures, the study discusses the impact on children’s learning within continual testing and reporting frameworks. It does not discourage the importance of developing basic skills, but considers the purpose of continually tracking and monitoring children throughout their transition period. The importance of standardised test scores is questioned, as these routines are not followed through post-SATs. • children encouraged to participate in new learning routines and contexts. However, the study identifies an absence of sufficient communication between schools that diminishes consistency of learning opportunities during transfer. In addition, the study highlights differing definitions of independent learning between individual school and classroom contexts. The second considered barriers to the continuous development of independent learning. It further identified the distorting influence of SATs, firstly on a child’s development of independent learning, and secondly, on differences of definition between primary and secondary contexts. It suggested that skills recognised in independent learning are situated within almost singular contexts of primary school. When transferring to secondary school, there is an increased challenge for children to transfer these skills into multifarious contexts. Finally, the study identified the differing challenges of language demands on a child’s continuous learning, specifically • inconsistencies of curriculum terminology between primary and destination schools. • differing language clusters that children develop during group work. I observed that these clusters were transferred within each independent learning activity, but were not recognised in the analysis of my secondary classroom observations. This raised the issue of teacher expectations, questioning whether on transfer teachers expect all children to be classified as ‘workers’, rather than consultant, leader, engineer or technician within group and learning activities. • the role of ‘strong’ and ‘weak’ learning relationships between effective partnerships of ‘novice’ and ‘expert’, concluding that weak novice-to-novice relationships affected the continuity of learning. Findings common across all three cases exposed wider implications for transition. These were compared to the ORACLE studies (Galton et al, 1999b; Hargreaves and Galton, 2002). Recommendations offered were to: • ensure the continuity of learning progression, • promote active participation in learning, • improve the quality of children’s work during the transition period.
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Raemdonck, Damien van. "Developmental analysis of the transition from primary to secondary growth in poplar." Doctoral thesis, Universite Libre de Bruxelles, 2005. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210956.

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Sutherland, Claire. "Understanding perceptions of cyberbullying in the transition between primary and secondary school." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36188/.

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Over the last decade, the nature of bullying has changed dramatically, moving from traditional, face to face to via communication technologies. The associated bullying behaviours and technologies is collectively known as ‘cyberbullying’. Cyberbullying is an increasing problem which results in negative outcomes for all involved. For victims, it is ubiquitous; there is no escape. Cyberbullying, has been directly and indirectly linked to an increased risk of suicide for both victims and bullies. It is therefore vital to explore what children, parents and teachers interpret as cyberbullying and how to design effective interventions to reduce cyberbullying and/or develop resilience and coping strategies. To date, research on cyberbullying has focussed on children in their teens. However, little is known about the perceptions of younger children particularly at the key transitions point from primary to secondary school. At this age, self-esteem decreases and peer support and influence become very important in determining behaviour. Technology use increases around this age and parental monitoring decreases. This thesis uses multiple methods to fully explore similarities and differences in perceptions and experiences between children before (aged 10-11 years) and after (aged 12-15 years) this transition and develops a behaviour change intervention to promote more positive behaviour online, increase resilience and self-efficacy. This thesis aims to develop ways for children to overcome adversity by developing their problem-solving skills and increasing their confidence levels to deal with a negative situation through building their cyberbullying resilience. Cyberbullying resilience can be strengthened through external factors such as a supportive environment, strong peer support and a sense of belonging and internal factors including high self-esteem, self-control and self-efficacy (Bozak (2013) as cited in Hinduja and Patchin (2017)). Initial findings suggested that cyberbullying is predominantly a female behaviour and that victims and bystanders are reluctant to seek adult intervention unless the situation is considered to be so extreme that they can no longer cope. Primary girls were found to be more likely to report a cyberbullying incident than secondary, even though there was no difference in their perception of the severity of the incident. This thesis adds to the literature by highlighting children, parents and teachers’ understandings and expectations around reporting and what these are. This thesis identifies age differences in relation to cyberbullying perceptions and reporting channels and presents a behaviour change intervention which increased self-efficacy and resilience levels. It is also applies a unique intervention approach by introducing implementation intentions with the intention to increase kind online behaviour in addition to building self-efficacy, self-esteem and cyberbullying resilience so that children have skills and strategies in place to deal with adversity online should the time come.
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Books on the topic "Primary to secondary transition"

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Bridging the transition from primary to secondary school. New York: Routledge, 2011.

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The transition tightrope: Supporting students in transition to secondary schools. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Wilcock, Angie. The transition tightrope: Supporting students in transition to secondary schools. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Knox, June Frances. From primary to secondary schooling: A study of childhood transition. [s.l: The Author], 1987.

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Knox, June Frances. From primary to secondary schooling: A study of childhood transition. [s.l.]: The author, 1987.

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Herrington, Kathryn Mary. The management of transition from the primary to the secondary sector. Wolverhampton: Universityof Wolverhampton, 1993.

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Brown, Doug. The transition between primary and secondary schools: An information technology perspective. Birmingham: Council for Educational Technology, 1986.

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Ames, Patricia. Change and opportunity: The transition from primary to secondary school in rural and urban Peru. Oxford, UK: Young Lives, Department of International Development, University of Oxford, 2010.

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O'Rourke, Pacelli. Self identity, development and the transition to post primary schooling. Dublin: University College Dublin, 1996.

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Sweeting, E. M. Determinants of repetition, drop-out, and transition in primary and junior secondary schools. Jakarta: Central Program Coordination Unit, Junior Secondary Education Project, 1998.

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Book chapters on the topic "Primary to secondary transition"

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Wood, Meena Kumari, and Nick Haddon. "Primary transition: Head start to secondary." In Secondary Curriculum Transformed, 215–27. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-26.

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Earle, Sarah. "Transition from primary to secondary." In Debates in Science Education, 214–26. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003137894-18.

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Barlex, David. "Preparing for transition to secondary Stem." In STEM in the Primary Curriculum, 170–84. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2019. http://dx.doi.org/10.4135/9781526479310.n12.

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Growney, Cathy. "Transition between primary and secondary school." In Debates in Design and Technology Education, 178–93. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003166689-16.

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Ollerton, Mike. "Preparing for Transition to Secondary Mathematics." In Enriching Mathematics in the Primary Curriculum, 200–210. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2019. http://dx.doi.org/10.4135/9781526489715.n15.

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Bertolotti, Fabio P., Stefan Hein, Werner Koch, and Andreas Stolte. "Absolute/Convective Instability Investigation of Primary and Secondary Crossflow Vortices." In Recent Results in Laminar-Turbulent Transition, 51–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-45060-3_5.

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Orbach, Lars, Moritz Herzog, and Annemarie Fritz. "Math Anxiety During the Transition from Primary to Secondary School." In Inclusive Mathematics Education, 419–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_25.

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Sutherland, Dean. "Transitions from primary to secondary school playgrounds." In Learning and Connecting in School Playgrounds, 87–98. Abingdon, Oxon; New York, NY : Routledge, 2018.: Routledge, 2019. http://dx.doi.org/10.4324/9781351130912-7.

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Muñoz, Carmen. "3. The Development of Language Awareness at the Transition from Primary to Secondary School." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo, 49–68. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-005.

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Rainer, Paul. "Significant Factors that Affect Young Children Negotiating Transition from Primary to Secondary Physical Education." In Routledge Handbook of Primary Physical Education, 156–66. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-14.

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Conference papers on the topic "Primary to secondary transition"

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Barkmin, Mike. "Competency structure model for programming for the transition from school to university." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421591.

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Drew, G. L., R. C. Reed, K. Kakehi, and C. M. F. Rae. "Single Crystal Superalloys: The Transition from Primary to Secondary Creep." In Superalloys. TMS, 2004. http://dx.doi.org/10.7449/2004/superalloys_2004_127_136.

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Lots, Alina Vitalievna. "Features of teaching schoolchildren in the transition from primary to secondary school." In Глобальные проблемы в междисциплинарных академических исследованиях. Москва: Профессиональная наука, 2022. http://dx.doi.org/10.54092/9781471723735_9.

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Lots, Alina Vitalievna. "Features of teaching schoolchildren in the transition from primary to secondary school." In Глобальные проблемы в междисциплинарных академических исследованиях. Москва: Профессиональная наука, 2022. http://dx.doi.org/10.54092/9781471723735_9.

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Holland, Kim, Sally Sun, Amin Hosseinian-Far, Neil Southwell, and Martin Smith. "KNOWLEDGE WITHIN TRANSITIONS: KNOWLEDGE TRANSFER MANAGEMENT WITHIN THE PRIMARY TO SECONDARY TRANSITIONAL STAGE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0925.

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Radu, Adrian, and Aditi Chattopadhyay. "Primary to secondary buckling transition and stability of composite plates using a higher order theory." In 19th AIAA Applied Aerodynamics Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2001. http://dx.doi.org/10.2514/6.2001-1531.

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Demanet, Jannick. "Losing Before You Choose? Engagement Before the Transition From Primary to Secondary School in Flanders." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428652.

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Mertens, Celine, Nathalie Van Ceulebroeck, Britt Dehertogh, Christian Van Kerckhove, and Eva Verstraete. "ENHANCING THE EDUCATIONAL AND SOCIAL EFFICIENCY OF THE TRANSITION BETWEEN PRIMARY AND SECONDARY EDUCATION. INNOVATIONS FOR THE FIELD (TRANSBASO)." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1106.

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Mutisya, Sammy. "Increasing Maasai Girls’ Primary School Completion Rate and Transition Rate to Secondary School through a Community Based Learning Support System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8836.

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This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school girls continue learning and those who dropout are reintegrated back to primary school at their rightful progression grade level. The learning support system utilizes gender responsive pedagogies in teaching and learning processes. The expected results is Community Based Learning Support System for out-of-school Maasai girls that pays attention to the specific learning needs of girls and boys.
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Goos, Mieke. "Mind the Gap! An Across-Educational-Level, Didactics-Oriented Professional Learning Community Smoothening Students' Transition From Primary to Secondary Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428402.

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Reports on the topic "Primary to secondary transition"

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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Sefa-Nyarko, Clement Sefa-Nyarko, David Mwambari Mwambari, and Pearl Kyei Kyei. Transitions from Primary to Lower Secondary School: A Focus on Equity. Toronto, Ontario Canada: Mastercard Foundation, October 2018. http://dx.doi.org/10.15868/socialsector.36867.

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Elshabik, Mohamed, ed. Citizens’ Perceptions of Democratic Participation in Sudan. International Institute for Democracy and Electoral Assistance (International IDEA), April 2022. http://dx.doi.org/10.31752/idea.2022.12.

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Democracy cannot prosper without democrats. The challenges facing the democratic transformation in Sudan are immense. This report signified the power-sharing intricacies that had been in place for over two years between the civilians and military. The 25 October coup put an end to that partnership. Nonetheless, people in Sudan are increasingly determined to regain their democratic transition. Building Democracy requires more than extending goodwill. It has always been said democracy cannot prosper without democrats. In context, International IDEA Sudan’s Programme saw the need to explore the perceptions of the main stakeholder in the democratic transition of Sudan, its people. The primary objective of this report is to study the perceptions among the Sudanese population of the motivations for and barriers to democratic participation. The study aims to generate a baseline of understanding to guide the design of further relevant civic education interventions. Methodologically, this was achieved using primary and secondary data sources: Primary data was collected through direct fieldwork using a structured questionnaire, interviews, focus group discussions and key informant interviews, as well as participatory observation. Secondary sources were collated in a desk review of existing academic and public opinion research, such as data from Afro-barometer and the International IDEA Global State of Democracy Indices.
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Ma, Yunxing, Julia Brettschneider, and Joanna Collingwood. A systematic review and meta-analysis of cerebrospinal fluid amyloid and tau levels in patients progressing from Mild Cognitive Impairment to Alzheimer’s Disease. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0020.

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Review question / Objective: Reported levels of amyloid-beta and tau in human cerebrospinal fluid (CSF) are evaluated to discover if these biochemical markers can predict the transition from Mild Cognitive Impairment (MCI) to Alzheimer’s disease (AD). A systematic review and quantitative meta-analyses are performed to test relationships between three potential biomarkers in CSF (Aβ(1-42), T-tau, and P-tau181) and the evolution of AD in longitudinal evaluations of levels relative to baseline, using prior-published experimental data. The primary focus of the analysis is on the period describing the transition of a patient from MCI to AD, where it is critical to discover the main biomarker characteristics that differentiate patient outcomes for those who have a stable form of MCI, and those who progress to a confirmed diagnosis of AD. A secondary purpose of the review was to examine the status of iron in CSF as a function of disease status.
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Rennie, John Alan. Poland Peer-Peer Engagement: Primary and Secondary Inspection. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1469517.

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Maly, Joseph R., Paul S. Wilke, Emily C. Fowler, S. A. Haskett, Dino Sciulli, and T. E. Meink. ESPA: EELV Secondary Payload Adapter With Whole-Spacecraft Isolation for Primary and Secondary Payloads. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada451658.

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Author, Not Given. Projected Benefits of Individual EERE Programs (primary and secondary). Office of Scientific and Technical Information (OSTI), November 2011. http://dx.doi.org/10.2172/1219265.

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McAfee, John M. Safety Calculations for the Flight of Primary and Secondary Fragments. Office of Scientific and Technical Information (OSTI), October 2012. http://dx.doi.org/10.2172/1054252.

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Sittler, María José Abud, Bronwyn Hall, and Christian Helmers. An Empirical Analysis of Primary and Secondary Pharmaceutical Patents in Chile. Cambridge, MA: National Bureau of Economic Research, February 2015. http://dx.doi.org/10.3386/w20995.

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Petrosino, Anthony, Claire Morgan, Trevor A Fronius, Emily E Tanner-Smith, and Robert F Boruch. Interventions in developing nations for improving primary and secondary school enrolments. International Initiative for Impact Evaluation (3ie), July 2016. http://dx.doi.org/10.23846/sr1009.

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