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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Richter, Mechthild. ""Now he's a secondary school student" : successful transition from primary to secondary school for students with autism spectrum disorder." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/RICHTER_Mechthild_2019_ED519.pdf.
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Cette thèse portait sur la transition du primaire au secondaire des élèves atteints de troubles du spectre de l’autisme (TSA) en France, dans le contexte du développement de l’inclusion scolaire. L'étude 1 a permis de déterminer les critères d'une transition réussie. Elle a montré que la transition est complexe et touche plusieurs acteurs. L'étude 2 a permis de saisir les représentations sociales d’une transition réussie. Celles-ci sont largement cohérentes entre les gens, qu’ils considèrent ou non un élève atteint de TSA. Néanmoins, des différences subsistent et ont été étudiées plus en détail dans l'étude 3. Cette étude a produit des résultats concernant les expériences et les perceptions des acteurs clés. De plus, elle a permis d’identifier des stratégies pour une transition réussie ainsi que des obstacles. Les résultats des études ont été combinés pour élaborer des recommandations pour une transition primaire-secondaire réussie pour les élèves atteints de TSA. En raison de la complexité de la transition, chaque recommandation doit être adaptée à chaque cas et chaque intervenant. Les mesures existantes ainsi que les nouvelles recommandations sont discutées dans le contexte de l'ambition de parvenir à un système scolaire inclusifThis thesis investigated the transition from primary to secondary school of students with Autism Spectrum Disorder (ASD) in France. Study 1 provided criteria for a sucessful transition. It showed that the transition is complex and affects several stakeholders. Study 2 captured the social representations of lay people on a successful transition. These are largely congruent between lay people considering or not a student with ASD. Nevertheless, differences remain and were further investigated in study 3. This study delivered results concerning the experiences and perceptions of concerned stakeholders. Moreover, it identified strategies for a successful transition, as well as barriers. The results of these studies were combined to develop recommendations for a successful primary-secondary transition for students with ASD. Due to the complexity of the transition, every recommendation has to be adapted to each case and stakeholder. Existing measures as well as the new recommendations are discussed in the context of the ambition to achieve an inclusive school system
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Dean, Susan. "Primary to secondary school transition : personal and critical reflections arising from co-research." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2416.
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The thesis starts by presenting an ostensibly straightforward question about how the transition from primary school to secondary school is experienced from a gendered perspective. This question was explored through a research project which involved 4 girls, in their second year of secondary schooling, as co-researchers. What ultimately transpires is a personal and critical account of the research and, importantly, the research process. Implications for practice, which encompass three main areas, are deliberated upon. Firstly, themes relating to the original research question of how girls experience the transition are debated. The findings offer some support to the hypotheses that boys and girls experience friendships and peer pressure differently. In general, girls tend to place greater value on relationships within school. It is suggested that further research is needed to clarify how aspects of the secondary school system can inhibit and facilitate the fostering of positive relationships. Secondly, implications for educational psychology practice are debated. In particular, the importance of adopting a reflexive stance, where the researcher or practitioner‟s values and assumptions are made as explicit as possible, is emphasised. Finally, the discussion also exposes a number of challenges arising from the research process. It is suggested that these challenges offer important implications for researchers seeking to undertake co-research. In particular, it is suggested that a careful consideration of who is most likely to benefit from the research is required prior to undertaking co-research. Furthermore, reflections on peer dynamics throughout the process raise questions about utilising children as co-researchers and situating them as pseudo-adults.
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Richardson, Katherine. "The primary-secondary school transition for languages : pupil and teacher experiences and beliefs." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66738/.
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The thesis explores the experiences and beliefs of pupils and teachers for languages at the primary to secondary school transition in England. The academic aspects of transition (for languages and more broadly) are examined in the literature review and emerge as areas of concern and inadequacy with issues relating to progression, continuity, appropriateness of pedagogy and cross-phase communication and liaison. This exploratory case study adopts an interpretivist paradigm to investigate pertinent aspects of language learning including the perceived aims of Primary Languages; current provision, liaison and assessment activity; and pupils’ self-efficacy and enjoyment of languages as they transfer from primary to secondary school. The study focuses on pupils’ beliefs and experiences of language learning in four cases, each comprising one secondary school and two feeder primary schools. Pupil and teacher questionnaires and semi-structured interviews were administered at three points during this transition: the end of pupils’ final year in primary school, and the beginning and end of their first year at secondary school. Whilst pupils’ transition for languages emerged as patchy, inconsistent, and inadequate in three of the four cases, pupils in one case had a contrasting experience and exhibited higher levels of enjoyment and self-efficacy for languages than in the other cases. The work contributes knowledge about pupils’ beliefs of language learning at a pivotal period in their language education. The case studies and cross-case analysis offer a novel exploration of the important issues in transition for languages and relationships between these issues. In the conclusion, the thesis gives critical consideration to how the findings might inform current and future practices and debates relating to transition for languages and successful language learning in primary schools at the advent of compulsory language learning for all pupils in state-maintained schools in England in Key Stage 2 (aged 7-11 years).
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Nolan, Sean. "An exploration of the primary to secondary school transition in an Irish context." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1793/.
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Each year in Ireland, over 50,000 young people make the transition from primary to secondary school. This journey, although regarded with importance, has not been researched to any great degree in the Irish context. International research has tended to be mainly quantitative in its focus. Relatively little attention, in transition related research, has been paid to the ‘voice’ of the young people or the teachers who strive to support them along the way. This research, through a three phase mixed methods research design, explored the transition experiences of a group of young people who had made the transition from 13 small primary schools into a single large secondary school, in a rural setting in Ireland. The views of some of their primary school and secondary school teachers were also gathered. The overall aim of the research was to establish a rich picture of the lived reality of the primary to secondary school transition process. In order to achieve this, Phase 1, by means of a comparison of a pre and post transition standardised questionnaire measure, sought to investigate the effects of the transition on each young person’s self-esteem. Phase 2, through the use of a transition questionnaire with all of the young people, sought to investigate the experiences of all of the young people. It then focused more specifically, through the use of a semi-structured interview, on some who had been identified as experiencing either a decline or an increase in their self-esteem levels. Phase 3, through the use of semi-structured interviews with primary school teachers and focus groups with secondary school teachers, investigated what they had to say about the transition process they observe and experience each year. Building on the reported findings of what the young people and their teachers had to say, this research provides a number of recommendations. The unique contribution of this research is that it offers the “Transition Corridor” as a framework for action for the future.
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Kirkpatrick, Denise. "The transition from primary to secondary school: Self-regulated learning and achievement motivation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/467.
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This research investigated changes in students' academic performance during the transition from primary to secondary school. Students' perceptions of their experience during the transition were investigated in an attempt to to provide an explanation for any changes that occured in academic performance.
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Taylor, B. C. "Infant/junior transfer : are concerns similar to those identified at the primary/secondary stage?" Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367338.
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Xie, Jin. "Synthesis, structures and spectroscopic properties of primary and secondary phosphine complexes of iron, ruthenium and osmium porphyrins." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/HKUTO/record/B39556876.
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Xie, Jin, and 解錦. "Synthesis, structures and spectroscopic properties of primary and secondary phosphine complexes of iron, ruthenium and osmiumporphyrins." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39556876.
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Courtney, Louise Mary. "Moving from primary to secondary education : an investigation into the effect of primary to secondary transition on motivation for language learning and foreign language proficiency." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/366903/.
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Despite the fact that the primary languages initiative was not made compulsory in 2011, excellent progress has been made in implementing primary language teaching in the majority of English schools. However, previous research in a range of contexts has shown that a critical success factor for the success of early foreign language teaching lies in the successful transition of pupils from primary to secondary school. Transition studies focused on the core subjects of English, maths and science have shown that there are issues related to social adjustment as well as evidence of a drop in learner motivation across the first year of secondary school along side a hiatus in academic progress. In relation to foreign language teaching, it is well-documented that poor transition and liaison arrangements contributed to the failure of the last major primary languages in England. Several other studies report a lack of clear evidence of a sustained advantage for early starters and a drop in learner motivation following transition which has been attributed to a lack of continuation in teaching approaches and a tendency for secondary schools to start language teaching from scratch. Taking a longitudinal mixed-method approach to the investigation of learner motivation and linguistic progression, with a cohort of 26 students from two primary schools, the study provides detailed information firstly on the levels of French attainment reached at the end of the primary phase as well as motivation for language learning. Data collected at two points post transition show that motivation developed qualitatively and quantitatively across the year, particularly in relation to the learning situation and the perceived instrumentality of language learning. There was no evidence of a hiatus in terms of learner progression in French learning however the results emphasise the role of individual differences in learner outcomes. This study contributes to an increased understanding early learner motivation and provides detailed, insightful and original evidence regarding the learning of French by early learners within an instructed setting.
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Croswell, Joseph W. "On the energetics of primary and secondary instabilities in plane Poiseuille flow." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/64563.
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The phenomenon of transition in a laminar flow has been a topic of continued interest for many years. Recent experiments in shear flows have revealed a series of instabilities that lead to breakdown to turbulence. We have completed an analysis of the mechanisms which drive the primary (TS wave) and secondary instabilities in plane Poiseuille flow. This was accomplished by studying the solutions of linear primary and secondary stability theory with energy methods. We found that primary instability occurred when the viscous stresses overpowered dissipative forces near the channel walls. For the secondary instability, we saw that the TS wave catalyzes the instability and then mediates the transfer of brge amounts of energy from the mean flow into the three-dimensional disturbance, thus driving the instability. In addition, we have compiled an extensive catalog of the loc!l.l energy and vorticity field distributions which result from each instability.Master of Science
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Spence, Alan Peter. "The primary - secondary transition : a study of teaching strategies and children's attitudes towards mathematics." Thesis, University of Brighton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361056.
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Brady, Carmel. "Transition from primary to secondary school : pupils' perceptions of support and changes to self-concept." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511025.
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Chau, Wai-fan Gladies, and 周惠芬. "The adjustment made by S1 girls in the primary-secondary school transition: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961496.
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Walters, Sasha L. "Inter-parental conflict and children's externalising problems during the transition from primary to secondary school." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/54408/.
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Background: The prevalence rates of aggressive and antisocial behaviour among children and adolescents are a cause for concern among parents, teachers and policy makers. The aetiology of these dimensions of child psychopathology remains high on the research agenda. Attention has been directed at specific family relations, including inter-parental and parent-child relationships, and school-based factors, such as student-teacher relationships and school transitions, as aspects of children's social environment that may contribute to externalising problems. This thesis explores the role of home-school interplay by examining the pathways through which pre- and post-transition inter-parental conflict is associated with children and adolescents' externalising problems in secondary school. Method The thesis employs a mixed methods design. Multivariate analysis using both cross-sectional and prospective, longitudinal research designs are used to assess relationships between inter-parental conflict and children's externalising problems during the transition from primary to secondary school. This is supplemented by a thematic analysis of qualitative responses identifying the school-based factors that children, their parents and teachers have identified as helpful and unhelpful to foster adaptation to school transition. Results Findings emphasise the importance of family relations for children's school- based adjustment. Inter-parental conflict preceding and co-occurring with the school transition consistently predicted externalising problems in secondary school via children's responsibility attributions for the conflict. The results also underscore the value of considering the interface between home and school for understanding variation in children's psychological adjustment by showing that inter-parental conflict increases children's transition-related anxiety, which predicts poor adjustment to secondary school. Supportive teacher behaviour appears to be a significant factor that helps children prepare for the transition. It appears to be particularly important for children experiencing heightened levels of discord and hostility within the home, who may be among those at greater risk of manifesting externalising problems. Conclusions It is important to consider aspects of the home and school environment to understand variation in children's externalising problems in school during periods of transition. Results are discussed and recommendations made for policy and practice aimed at reducing aggression and antisocial behaviour during this critical period of normative life stress.
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Walker, Marnie. "Supporting the transition from primary school to secondary school for children who are looked after." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019904/.
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The transition from primary to secondary school is a very important but potentially difficult time for all children. However, theory and statistics at local and national levels indicate that for children who are 'Looked After' this transition is likely to be particularly challenging, although there appears to be little current published literature on the subject. The present study aimed to find out the key factors that support children Looked After through this transition, as perceived by the main stakeholders: children Looked After who had recently gone through, or were about to go through the transition; their carers; their teachers; and other professionals involved in supporting them. This qualitative study took place within a semi-rural borough in Wales. Data were gathered in two parts, using semi-structured interviews. These were analysed using thematic analysis and within this, framework analysis. Analysis of the results indicates that a range of factors are perceived as supporting or hindering the transition, including within-child factors, supports within children's immediate environments, the way those supporting children work together, and wider systemic factors. Four key principles emerged from the results. Support for children in public care going through the transition from primary to secondary school should: 1. be holistic; 2. be individualised; 3. seek to minimise children's differences; and 4. have an emphasis on information sharing and planning. These principles, along with a series of recommended actions, may be used to inform tailored transition packages to support children in this vulnerable group through transition.
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Chau, Wai-fan Gladies. "The adjustment made by S1 girls in the primary-secondary school transition : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278813.
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Wial, Howard J. "The transition from secondary to primary employment--jobs and workers in ethnic neighborhood labor markets." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14737.
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Vaz, Sharmila Maria Agnella. "Factors affecting student adjustment as they transition from primary to secondary school: a longitudinal investigation." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/652.
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Transition from primary to secondary school occurs during the developmental period of early adolescence. Mixed findings exist across the literature on the effects of transition on student adjustment outcomes. This has led to an understanding amongst researchers and educators that the effects of transition are not uniform. Treating young adolescents as a homogeneous group might be extremely misleading.Much of the transition literature in early adolescence has been concentrated on typically developing students. Students with disabilities /chronic ill health conditions and at a social disadvantage have been excluded in cohort and longitudinal investigations. Thus, gaps exists in the understanding of factors that may promote or limit positive school adjustment, especially for those with social or health related issues, some of which have been addressed in this study.The overall aim of this study was to determine the personal and contextual factors that affect adjustment outcomes of all mainstream students including those with disabilities and chronic illness and students at a social disadvantage, as they transition from primary to secondary school in Western Australia. Six study objectives were described, in order to address the aim. Student adjustment in this study was operationalised in terms of academic, emotional-behavioural, social, and participatory dimensions. Therefore, the following outcomes were included: academic competence; emotional and behavioural difficulties; sense of self-worth; school belonging; loneliness and social dissatisfaction; and participation in school extra-curricular activities (e.g., social-leisure, civic, and creative pursuits).A longitudinal study design was used. Two cohorts of participants (those making the transition from primary to secondary school during the academic year 2006/2007, and 2007/2008) were followed. At pre-transition, data from 395 students from a representative range of 45 feeder primary schools were retrieved. Post-transition data from two hundred and sixty six participants from 81 secondary schools across metropolitan and regional Western Australia were collected. Cross-informant data from stakeholders (i.e., parents, teachers and students) were retrieved using psychometrically robust measures.A social-ecological and developmental systems theoretical framework guided the research, which recognized the interdependence of individual characteristics within changing personal, family, school, and peer-group contexts (Bronfenbrenner & Morris, 1998; Brooks-Gunn, Peterson, & Eichorn, 1985; J. S. Coleman & Hendry, 1999). Assumptions about key influencing factors identified in the literature to influence student adjustment in school were tested, using a series of hierarchical linear regression models. The findings of the study confirm four main issues:1. At multivariate level, students‟ gender, health status, and the SES-level of their household influenced adjustment outcomes to a varying degree, depending on: the adjustment outcome under review; the timing of the analysis (i.e., whether it was before or after transition, or longitudinal); and the associated personal and contextual factors considered in each analysis;2. Combinations of personal and contextual factors were found to predict student adjustment outcomes in primary school;3. Longitudinally, primary level combinations of factors had reduced predictive power in explaining secondary school adjustment outcomes; and4. Models that took into account the contribution of previous adjustment in primary school, the replica primary school model (primary school model with corresponding secondary level factors) and factors unique to secondary school, best explained adjustment outcomes in secondary school.Most of the personal and contextual predictors of adjustment can be modified to promote adjustment. Future longitudinal research that tracks mainstream students along the educational continuum is required to identify whether there are any additional personal and contextual factors that take on prominence in the later years of school.
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Kaneva, Dimitrina. "Understanding the experiences and engagement of children labelled as having English as an additional language in different school contexts : the case of primary to secondary school transition." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/understanding-the-experiences-and-engagement-of-children-labelled-as-having-english-as-an-additional-language-in-different-school-contexts-the-case-of-primary-to-secondary-school-transition(33bafaa6-deff-4d64-9cbe-ff3fb1a8cad5).html.
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This thesis aims to understand the multi-layered experiences of children with English as an additional language (EAL) in changing contexts by focusing on academic and social experiences in their transition from primary to secondary school. Although EAL is often linked with knowledge and proficiency in the English language as a means to access learning, this study builds on the complexity underlying the term that incorporates background, culture, agency and power in the ways children navigate their schooling. This is achieved through in-depth longitudinal accounts of children’s experiences and engagement co-constructed with participants and triangulated through interactive qualitative methods. The main focus is the active role of children in finding and embracing opportunities for social and academic engagement as part of their educational trajectories, identifying their agency in processes of change in the contrast between formal academic contexts and informal research discussions. In order to learn more about young people’s academic and social experiences, the study is theoretically informed by two perspectives. The first perspective is Bourdieu’s field analysis and the concepts of habitus, dispositions and agency. The analysis emphasises how and where children use their agency to engage with and manage expectations and options highlighted by institutional discourses and teachers. Looking at children’s engagement explicitly, the research highlights overlooked agency of children too easily categorised as EAL or ‘vulnerable’. The second analytical perspective explores engagement and trajectories in a classroom context and draws on Bernstein’s constructs of classification and framing with the aim to explain how children engage and reflect on their experiences across differently structured classroom contexts. Drawing on theoretical constructs and research in the area of EAL and diversity more widely, I present six case studies of experiences and show that in the case of children with EAL invisible agency, misinterpreted engagement and negotiating positioning both socially and academically are more complex than the notion of learning English to access learning. I argue that in the light of gaps in teachers’ understandings of children’s experiences, practical adjustments to classroom processes and communication could provide better understanding of the wider scope of EAL and schooling experiences.
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Du, Toit C. M. "Transition, text and turbulence : factors influencing children's voluntary reading in their progress from primary to secondary school." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03162005-104322.
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O'Hanlon, Fiona Malcolm. "Lost in transition? : Celtic language revitalization in Scotland and Wales : the primary to secondary school stage." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7548.
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The development of education through the medium of Celtic languages (here specifically Welsh and Scottish Gaelic) is often placed within a language planning framework in which Celtic-medium education is viewed as a means of sustaining a threatened language in the context of levels of intergenerational transmission which are insufficient to maintain speaker numbers. The primary to secondary school stage is a critical juncture from such a perspective, as language revitalization requires the language competencies, patterns of Celtic language use and positive attitudes towards the Celtic language fostered at the primary school stage to be maintained and developed at the secondary school stage. However, the secondary school stage has often been associated with a reduction in the uptake and availability of Celticmedium education and with a decline both in Celtic language use and in positive attitudes towards the language. Such a policy and research context raises two sets of research questions, the first relating to choice of medium of instruction of education, and the second to aspects of pupil language relevant to language planning and maintenance: (1)Research Questions: Choice What factors influence parental decisions for Celtic-medium education at the primary school level? What factors influence Celtic-medium pupil decisions regarding language of education for the first year of secondary school? Do the responses and patterns of response regarding choice differ between (i) the primary and secondary school stages and/or (ii) the Scottish and Welsh contexts? (2)Research Questions: Language Planning What are Celtic-medium pupils’ patterns of (a) language use (b) perceptions of their linguistic ability (c) identification with the Celtic language and (d) perceptions of the usefulness of the Celtic language for their future at the primary and early secondary school stages? Do the responses and patterns of response differ between the Scottish and Welsh contexts at the primary school stage? Do the responses and patterns of response shift between the primary and secondary school stages in either the Scottish or the Welsh contexts? This thesis presents the results of a longitudinal study of 28 Gaelic-medium and 57 Welsh-medium final year primary and first year secondary pupils, their parents and teachers, conducted in 2007-2008. English-medium pupils from dual stream schools were also incorporated, primarily as a control group for the experiences of their Celtic-medium counterparts (17 English-medium Scotland and 34 English-medium Wales pupils, their parents and teachers). The research questions are investigated using multiple research methods in a longitudinal design. Pupils took part in semi-structured interviews in the final year of primary school and in the first year of secondary school concerning their experience of learning a Celtic language, the reasons for their decisions regarding the medium of instruction of secondary school subjects, their identification with their Celtic language and their perceptions of its usefulness. At each of these two school stages, pupils also completed standardized questionnaires (which yielded statistical data) on their language use and their perceived language competence in their Celtic language and in English. The pupil interviews were supplemented by interviews with their teachers at primary and secondary school, and with their parents at the primary school stage; thus a total of 383 interviews were conducted. Comparison was made not only longitudinally but also between the Gaelic and Welsh groups and, where relevant, between each of them and their English-medium counterparts. The results are discussed in relation to contextual factors (for example national and local authority policies, the linguistic demographics of Scotland and Wales and the level of Celtic-language institutionalization in the two countries), in relation to previous research on choice, language use, language ability and language attitudes in the Scottish and Welsh contexts, and in relation to theories of language maintenance.
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Ferguson, Peter D. "Changes in classroom environment and teacher-student relationships during the transition from primary to secondary school." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1946.
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This study investigated students' perceptions of the generalist learning environment of the primary school compared to the same students' perceptions of the learning environments of the secondary school, with a particular focus on science learning environments. The role of student sex and school size pathways were investigated as factors Influencing changes in students' learning environment perceptions. The same students' perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Data collected were both qualitative and quantitative in nature, with the quantitative data derived from short forms of the My Class Inventory and the Questionnaire on Teacher Interaction. Insights were gained into how students' perceptions of learning environment, including the teachers' interpersonal style, changed during their first exposure to secondary learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student sex. The study found that students' perceptions of the learning environments did change across transition, but that these changes on some scales varied with student sex and school size pathway.
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Ferguson, Peter D. "Changes in classroom environment and teacher-student relationships during the transition from primary to secondary school." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10706.
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This study investigated students' perceptions of the generalist learning environment of the primary school compared to the same students' perceptions of the learning environments of the secondary school, with a particular focus on science learning environments. The role of student sex and school size pathways were investigated as factors Influencing changes in students' learning environment perceptions. The same students' perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Data collected were both qualitative and quantitative in nature, with the quantitative data derived from short forms of the My Class Inventory and the Questionnaire on Teacher Interaction. Insights were gained into how students' perceptions of learning environment, including the teachers' interpersonal style, changed during their first exposure to secondary learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student sex. The study found that students' perceptions of the learning environments did change across transition, but that these changes on some scales varied with student sex and school size pathway.
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Gosling, L. E. "Designated teachers' experiences of the transition from primary school to secondary school for children looked after (CLA)." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571598.
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ABSTRACT The importance of addressing and improving the outcomes for Children Looked After (CLA) has been a long standing national priority. Stability, as a key factor in improving outcomes for CLA is recognised in the literature, however this mainly focuses on moves and transitions within care. The transition from primary school to secondary school presents challenges for all pupils. However, a recent review of the literature revealed a very limited body of research exploring the transition from primary to secondary school for CLA, particularly from the perspective of the Designated Teacher (DT). The present exploratory study employed a sequential mixed methods design to address the following questions: 'What are DTs' experiences of supporting the transition from primary school to secondary school?' and, 'to what extent are the views of DTs in phase one, supported by DTs in phase two, regarding their experiences of supporting the transition to secondary school for CLA?' The first phase of the research employed the use of semi -structured interviews to explore DTs experiences of supporting the transition to secondary school for CLA. Qualitative data was analysed using Interpretative Phenomenological Analysis (IPA); which revealed four overarching concepts: 'the supportive role of the DT in the transition for CLA'; 'making sense of CL As' needs and experiences at transition'; 'working in a complex system' and, 'the psychological impact of working with CLA'. In phase two of the research, a semantic differential scale questionnaire, using polar adjectives, grounded in the qualitative data was distributed to a wider population of DTs in the same Local Authority (LA). The findings from phase one and two were integrated. Implications of findings across both phases of the research are discussed in relation to existing research and to Psychodynamic and Systemic theories.
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Wenden, Elizabeth Joan. "Rising to the challenge: Exploring the transition from primary to secondary education in a Western Australian school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1714.
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The ‘Rising to the Challenge: Exploring the transition from Primary to Secondary education in a Western Australian School’ study explored the positive predictors of primary to secondary school transition of a cohort of Year 7 students (n=182) at a school in Western Australia. The transition from primary to secondary school is an important process in the lives of adolescents aged around 11-13 years old. It is a challenging and exciting time that coincides with social, emotional, physical and cognitive changes of the adolescent stage of development. Enabling a positive transition to secondary school can give adolescents the support they need to maintain their educational performance, mental health and social wellbeing during adolescence, and may also have an impact on their future adult success. The purpose of this study was therefore to follow a cohort of students through their transition into secondary school, and determine the positive predictors of transition for this cohort of students.
Nancy Schlossberg’s theory entitled ‘A model for analysing human adaptation to transition’ was used to guide this research, providing a multifactorial ecological framework that describes the process of transition from the perception of the individual. The study investigated a broad range of variables around the individual, the transition situation, supports for students, and academic progress associated with primary to secondary school transition experience immediately after changing schools and again six months later. One kindergarten to Year 12 school was utilised as a case study school. Data was collected by online survey at two time points, being in the first few weeks of secondary school, and again six months later. Data pertaining to students’ academic achievement was collected from student record files.
The results of this work identified many significant variables in the transition process for this cohort, while analysis of four research questions tested the applicability of each domain of Schlossberg’s model to the primary to secondary school transition process using multinomial logistic regression. Results indicated that students’ negative expectation about transition, the things they like about their secondary school, emotional peer support, loneliness, school safety, being a reliable person, levels of agitation and turmoil, and perceived academic achievement significantly influenced students’ perception of a positive transition experience. Gender and primary school of origin were also significant predictors of transition experience for this cohort, with females experiencing a poorer transition than males, and ‘continuous’ students (those who remained at the school from primary through to secondary graduation) having the easiest transition experiences.
Finally, the implications of this research were discussed. Discussion of these results in conjunction with the literature shows that school transition is a complex process, with links between domains that require further investigation and an emphasis on an ecological approach to capture the nuances of the transition phenomenon. Results could not be generalised to the population of transitioning students due to sampling, but are useful for informing further research in the area. Investigation of the mechanisms of the predictor variables on transition experience is warranted given the results of the study, and the use of mixed methods research would provide depth to the analysis results. Given there is little research on transition in comprehensive K-12 schools, further research into primary school origin and the influence of gender are research foci for the future. Finally, the case study school and the school system at large should review school policies around transition and gender equality in teaching.
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Tikoft, C. "Transition to Secondary School for Aboriginal and Non-Aboriginal Students in High-Ability Settings." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/38adc20f5166c28fe44496aa8b38e02f4def66e9ca22bc1ea2702da77a46a9c4/4249230/Tikoft_2020_Transition_to_Secondary_School_for_Aboriginal.pdf.
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High-ability Aboriginal students are not achieving educational outcomes commensurate to their non-Indigenous peers. High-ability Aboriginal students are also underrepresented in selective academic environments. Transition from primary school to Year 7 in high school is known as a vulnerable period at an age that is a particularly sensitive phase for self-concept development. In addition, when transitioning from primary to high school selective education settings, many high-ability Aboriginal students find that class-average achievement is higher and that they are no longer one of the top students in their class. Researchers have suggested that early streaming of high school classes based upon ability can contribute to negative stereotyping, internalising labels of “ability”, diminishing confidence and motivation in school, and accelerating the formation of deficit beliefs of intelligence as a fixed ability. Other studies have found that experiencing education in a selective setting impacts positively upon high-ability students’ educational striving and achievement. However, there is a paucity of research that has examined high-ability Aboriginal students’ experiences of transition.
It is well established from a variety of educational psychology theories that social and emotional factors are influential in the transition to secondary school. These theories include big-fish-little-pond effect (BFLPE) theory (self-perceptions), growth mindset theory (self-beliefs), expectancy–value theory (self-goals), and ethnic congruence theory (sense of belonging). The quadripolar model is also a useful theoretical framework in that it integrates consideration of two self-protective strategies (success orientation and failure avoidance) on a matrix.
The purpose of this study was to investigate how Aboriginal adolescents experience ability grouping, such as gifted and talented classes, in the transition to secondary school. The study aimed to identify the psychosocial determinants of high-ability Aboriginal and non-Aboriginal primary and secondary students’ educational outcomes and wellbeing in different geographical settings (rural and urban) based on the perceptions of multiple stakeholders from rural (n = 1) and urban locations (n = 2) who participated in a 1-hour interview: high-ability Year 7 Aboriginal (n = 5) and non-Aboriginal students (n = 6), Aboriginal and non-Aboriginal parents/carers (n = 5), teachers (n = 12), Aboriginal education officers (n = 7), and school principals (n = 8). Multiple stakeholders participated in a series of interviews prior to transition to secondary school, after initial transition, and at the end of the first year of secondary school. Interview data were transcribed verbatim, key themes were identified using intercoder reliability, and word-frequency tabulation was employed to identify change in reasoning over time, with the results triangulated across multiple stakeholders.
Students’ self-perceptions and confidence were significantly associated with their school stratification position, academic self-concept, sense of belonging, and their personal perceptions of the relevance of school. In addition, it was found that effort investment was associated in distinct ways with the ability levels of classmates. The findings suggest that many high-ability Aboriginal students can experience difficulty transitioning to secondary school when placed in classes where the average-ability levels are higher than theirs, forcing upward comparisons that impact adversely on their academic self-concept. Cooperative learning environments were found to enable Aboriginal students to negotiate difficulties and succeed in challenging learning environments. It was also found that a second transition from a selective context to a mixed-ability context could positively affect self-concept and motivation. The study supports and enhances the quadripolar model by identifying the classroom compositional effects that foster strategies that students use to avoid failure and approach success. Examination of the data revealed that high-achieving students strategically manage the representation of their identities in school. These findings support and extend the BFLPE theory and its application to Aboriginal students.
It was found that in NSW schools, the achievement levels of Year 7 “gifted and talented” classes are hetrogeneous and disparate, and the classroom climate is often competitive with adverse impacts on self-concept. Conversely, cooperative learning environments increased academic self-concept resulting in growth in achievement, enjoyment, and participation. On this basis, it is recommended that gifted and talented classes reduce comparisons and competition and foster peer social support for Aboriginal students. In transition, strategies need to be employed that account for students’ academic self-concept to avoid competition and maladaptive social comparisons.
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Gamman, Richard. "English is more than just literacy : pupils' experiences of learning English at transition from primary to secondary school." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289651.
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Horobin, M. Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school." Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/693.
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For many years, educators, psychologists and parents have expressed concern about the apparent deterioration of pupil motivation and performance after children move to secondary school. This study used a longitudinal design to examine the transfer process from the perspective of a group of 393 children (195 boys, 198 girls) as they moved from 19 primary schools to four secondary schools in Fife. Children’s self-perceptions of school commitment, school belonging, school participation, self-esteem and global wellbeing were evaluated four times over a 13 month period, twice before transfer in the final year of primary school and twice after transfer in the first year of secondary school. Information was also collected about family and home life, emotions, lifestyle and school on each occasion. The data was analysed using multilevel modelling in order to examine how each of the five outcome variables changed over the time of the study, and how they related to a series of independent variables. It was anticipated that changes in these outcomes may have occurred immediately after the move to secondary school, perhaps followed by an improvement six months later after they had adapted to changes and settled in to their new schools. The results showed that, contrary to expectations, all outcomes except school participation recorded an improvement at wave 3, immediately after the transfer to secondary school. However, there was some evidence that after an initial ‘honeymoon period’, children perceived certain aspects of school in a less positive light and by wave 4 there was a decline in all outcomes except for the perception of self-esteem, which continued to improve. Since wave 4 was only a few months after transition, a significant change in children’s views is seen quite quickly after transfer. It is not clear whether this represents a return to a more realistic level or if this signals the beginning of a more prolonged negative attitude towards school and education in general. The general conclusion is that the process of transfer to secondary schools is well managed, but it might be helpful for induction programmes to prepare children for the changes in teaching and learning methods that might be encountered, and perhaps other types of programme might be beneficial during the first year.
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Deieso, Donato. "Changes in Learning Environment and Students’ Attitudes and Anxiety Associated with the Transition from Primary to Secondary School Mathematics." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/51890.
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This study involving 541 South Australian mathematics students utilised scales adapted from the What Is Happening In this Class? Test of Mathematics Related Attitudes and Revised Mathematics Anxiety Rating Scale to identify changes across the transition from primary to secondary school in terms of the classroom learning environment and students’ attitude and anxiety towards mathematics. Secondary students perceived less involvement, less-positive attitudes to mathematical inquiry, less enjoyment of mathematics and greater mathematics anxiety.
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Bojang, Y. E. "Transition from primary to secondary in The Gambia : The impact of the Common Entrance Examination on teaching, learning and the curriculum in the upper primary school." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378719.
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Knowles, Ann-Marie. "An examination of key variables influencing physical activity behaviour in adolescent girls during the transition from primary to secondary school." Thesis, Heriot-Watt University, 2009. http://hdl.handle.net/10399/2339.
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Research has suggested that the decline in physical activity (PA) levels for adolescent girls is most marked during the transition from primary school to secondary school. However, this decline in PA for adolescent girls is also coincident with the onset of maturation and as such, maturation and the physical changes associated with maturation (e.g., increased body fat and development of secondary sexual characteristics) may have a direct influence on PA. In addition, these physical changes may indirectly influence perceptions of competence and body attractiveness and subsequently influence PA behaviour. Therefore the aim of this thesis was to further explore this decline in PA during this transitional period. Study one involved a longitudinal examination of the relationship between maturation, physical self-perceptions and PA in adolescent girls over 12 months during the transition from primary to secondary school. At Phase 1 (primary school) 208 adolescent girls participated (mean age = 11.83 ± 0.39 years) and were tracked into secondary school (Phase 2) where 156 girls participated (mean age = 12.79 ± 0.31 years). PA was assessed using the Physical Activity Questionnaire for Children; maturation was assessed using the self-report Pubertal Development Scale; physical characteristics of body mass, waist circumference and sum of skinfolds were measured and physical self perceptions were assessed using the Children and Youth‟s Physical Self-Perception Profile. Cross-sectional findings at both Phase 1 and Phase 2 highlighted that maturation and physical characteristics were not significantly related to PA and there were no significant differences in PA between maturation stages. Results also indicated that physical self-perceptions were all significant moderate positive correlates of PA at both primary and secondary school. Longitudinal findings examining the change in variables over the 12 months highlighted a significant decrease in PA from primary to secondary school. Furthermore, this decrease was evident during break-times, lunch-times and after-school yet PA significantly increased in PE lessons between schools. Maturation had a limited influence on PA behaviour; however the increase in body mass was related to perceptions of body attractiveness and physical self-worth becoming less positive. In addition, decreases in physical self perceptions partially accounted for the decrease in PA over the 12 months. It was apparent from the quantitative findings of study one that further research was needed to explore the influence of additional variables on PA. The aim of study two was to explore the decrease in PA evident during the school transition using a narrative approach. A purposive sampling technique was used and one-to-one narrative interviews were conducted (n = 14; age 13.6 ± 0.3 years). Interpretative phenomenological analysis was used to identify the „whats‟ (i.e. content) of the girls‟ PA stories and structural analysis was used to identify „how‟ the girls told their PA stories. Findings suggest that the PA environment had an impact on their sense of self with regards to levels of enjoyment, perceived competence, confidence and self-presentation issues. These findings support the current research trend towards a focus on the environment the individual is experiencing rather on the individual. Overall the findings suggested that the decrease in PA behaviour in early adolescent girls may depend more on perceptions of competence and ability in a particular environment rather than the possible influence of the physical changes accompanying maturation.
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Noble, A. M. "Evaluating the experience of children with cerebral palsy and their parents in the transition from primary school to secondary school." Thesis, Edinburgh Napier University, 2010. http://researchrepository.napier.ac.uk/Output/3742.
Full textAbstract:
The transition from primary to secondary school has been identified as a time that requires further investigation. In particular there is a need to include the experiences of disabled young people, and their parents. With the introduction of the Education (Additional Support for Learning) (Scotland) Act 2004 (ASL) it is envisaged that school experiences and transitions should improve for these young people. Two groups of participants were recruited via the Cerebral Palsy Register for Scotland, both including parents and young people. The first group was made up of families completing the transition prior to the introduction of the ASL act, and the second group after it. Data was obtained via individual interviews with both parents and young people. Little difference was found between the transitional experiences of the first and second group. When discussing the transition parents explained how they chose a secondary school for their child to attend. The majority of parents wanted their child to attend the local school, a view supported by the young people themselves. The main concern identified by this work for both parents and young people is that of mobility. This work also contributed to the knowledge of coping mechanisms, and revealed that parents draw on past transitional experiences of their child as a means to cope with this move. For many of the young people this transition marks a change in their own personal identity. Throughout the move the young people became more aware of how others perceived them, and how they wished to be portrayed. Overall both parents and young people felt they had had a positive transitional experience, despite many encountering problems during it. How these problems were overcome was significant to the overall view they formed of the transition. From this work it would suggest that the ASL act has had little impact on this transition.
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Sevilla, Encinas Alejandro. "Disentangling inequality of educational opportunities : the transition to higher education in Chile." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/disentangling-inequality-of-educational-opportunities-the-transition-to-higher-education-in-chile(a389cb7f-9a12-4760-b81e-e30b760673f6).html.
Full textAbstract:
This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative records of Chile's national student register, standardised tests and higher education enrolment. The student cohort was followed through the 12-years of compulsory education up to the transition to higher education, a year after completing secondary education. The results from the empirical analysis showed that secondary effects were consistently predominant over primary effects, driving the overall IEO. On the other hand, controlling for school characteristics increased the relative importance of secondary effects. However, primary effects explained a large extent of IEO in the transition to traditional (most prestigious) universities, by the same token, in the transition to undergraduate programmes. Differences in parental education levels between secondary education completion and higher education transitions proved to be consistent with MMI. Likewise, the higher likelihood of less advantaged students to enrol in vocational colleges or vocational programmes, and the higher likelihood of advantaged students to enrol in traditional universities or undergraduate programmes, evidenced support for EMI. The modelling setting was based on non-linear mediation modelling, accounting for sample-selection in the student cohort, two-level cross-classification between primary and secondary schools, and multinomial outcomes for type of institution and programme. This thesis contributes to the educational attainment literature by finding evidence that, in emerging economies like Chile, educational inequality persists despite the sustained expansion of the educational system.
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McAlister, Judith Emma. "A realistic evaluation of transition programmes in two secondary schools in a small multi-cultural city in the Midlands : how are the needs of vulnerable young people met during the transition from primary to secondary school?" Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3921/.
Full textAbstract:
Background: The transition from primary to secondary school marks a potentially problematic experience for young people who have special educational needs, for those who are socially marginalised or thought to be vulnerable for a range of alternative reasons (Jindal-Snape and Miller, 2008). The research literature has primarily concentrated on the effects of transition on young people, without exploring what works for whom and in what ways. Purpose of the Research: The aim of the research thesis is to explore how two individual transition programmes meet the needs of vulnerable young people prior to, during and after the transfer to secondary school. The research will ask: “What are the contextual factors and the mechanisms by which transition programmes lead to successful transition outcomes for vulnerable young people?” Methodology: The research will utilise a mixed methods design comprising a comparative Realistic Evaluation methodology (Pawson and Tilley, 1997). Data related to students’ and staff views of the transition process was obtained through focus group and semi-structured interview methods, and outcome data, measuring the degree of successful transition for participants, was conducted using two standardised questionnaires: the School Children’s Happiness Inventory (Ivens, 2007) and the Psychological Sense of School Membership Scale (Goodenow, 1993). The psychological mechanisms which were triggered by the transition programmes were extracted using a Realistic Evaluation approach, and a series of seven Programme Theories was developed. The thesis concludes with a consideration of the limitations of the study before outlining implications for transition practice in schools and for Educational Psychology practice.
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Martin, Cédric. "Initiation en détonation d'explosifs secondaires par des nanothermites : de la transition à la détonation d'un explosif secondaire nanométrique sous l'action d'une nanothermite à la transmission ultérieure de cette détonation à un explosif secondaire." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAE023/document.
Full textAbstract:
Le principal objectif de la thèse est l’initiation en détonation d’explosifs secondaires (RDX, PETN, HMX) grâce à des nanothermites, qui sont des compositions aluminothermiques renfermant un oxyde ou un sulfate métallique. Des matériaux nanocomposites hybrides détonants (NSTEX), ont été développés en associant une nanothermite avec une nanopoudre d’explosif secondaire, préparée par le procédé SFE. La naissance, la propagation et la modulation de la détonation dans les NSTEX ont été étudiées d’un point de vue expérimental et théorique. La transmission de la détonation produite par les NSTEX à une charge secondaire de pentrite a apporté la preuve que ces nouveaux matériaux énergétiques peuvent être employés comme substances d’amorçage, en remplacement des explosifs primaires à base de plomb. Un procédé permettant de stabiliser les poudres de nanothermites sous forme de mousses solides et très poreuses a également été mis au point. Ces recherches ont une importance capitale pour l’intégration future des nanothermites et des NSTEX dans les systèmes pyrotechniques, parce que la réactivité exceptionnelle de ces nouveaux matériaux énergétique ne se manifeste qu’en milieu poreux, et que d’autre part, ils ne peuvent pas être utilisés sous forme de poudres libresThe main objective of this thesis is to initiate the detonation of secondary explosives (RDX, PETN, HMX) by using nanothermites, which are aluminothermic mixtures prepared from metallic oxides or sulfates. Detonating hybrid nanocomposites materials (NSTEX) were prepared by mixing a nanothermite with a secondary explosive, which is prepared in nanopowder by SFE process. The formation, the propagation and the modulation of detonation in NSTEX were studied from an experimental and conceptual standpoint. The transmission of NSTEX detonation to a secondary charge of pentaerythritol tetranitrate has confirmed that these new energetic materials can be used as initiating substances in place of lead-based primary explosives. A method to turn the loose powder of nanothermite into porous, solid foam was also developed. This research is of great importance for the future integration of nanothermites and NSTEX in pyrotechnic systems, because these materials are reactive only when they are porous, and on the other hand, they cannot be used at the state of loose powders
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Gumaste, Chantelle. "An examination of the transition from primary to secondary school for children with an autistic spectrum disorder (ASD) in one local authority." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020611/.
Full textAbstract:
Many children can find it difficult to adjust to the social and curriculum differences they encounter when they begin secondary school. For some children — particularly children with a special educational need (SEN) — a difficult transition from primary to secondary school undermines educational, social and emotional outcomes. Children diagnosed with an autism spectrum disorder (ASD) are known to be especially vulnerable at the time of secondary transition. It is well recognised amongst practitioners that these children have a profile of needs, including difficulties in social communication, problems coping with the sensory environment, and anxiety difficulties, which can potentially make changing schools particularly difficult. Despite this knowledge, there is a paucity of academic research that has focused specifically on this group of children at the time of secondary transition. This study aimed, for the first time, to examine the factors that both support and hinder a successful transition from primary to secondary school for children with an ASD in one local authority. Adopting an eco-systemic perspective and utilising a mixed methodology, this study investigated which potential intrinsic characteristics of the child and wider systemic factors influenced the secondary transition process for 15 children with an ASD. Children were seen twice in the space of 3 months — once before the process of changing school and once the move to secondary school was made. This longitudinal design enabled the examination of any possible changes in the views and perspectives of children, parents, and teachers during the transition process, in addition to the impact of systemic factors on the process. It also allowed for investigation of the possible pre-transition predictors — the intrinsic needs of the child with ASD — of a successful transition. Specifically, it was expected that children with better verbal ability, fewer autistic symptoms, fewer sensory issues, and reduced anxiety levels would experience a smoother transition. Unexpectedly, this study found no significant associations between pre-transition intrinsic ASD child characteristics and overall transition success. Nevertheless, it identified several systemic factors, including the child's identity, tensions over school choice, delay in placement decisions, lack of primary preparation and in-reach, which were found to have a strong influence on the process of secondary transition for the children and their families. Intriguingly, the children who transitioned from mainstream to specialist provisions were identified as experiencing particular difficulties coping with their new secondary school. These findings have important implications for the role of educational psychologists in the transition process.
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Parsons, Naomi Sarah. "Nurture support for socially and emotionally vulnerable pupils in the transition to secondary school : a case study exploration." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/nurture-support-for-socially-and-emotionally-vulnerable-pupils-in-the-transition-to-secondary-school-a-case-study-exploration(60d0ff55-fd6b-4a55-8c05-70891df65b2d).html.
Full textAbstract:
The transition from primary to secondary school is considered to be a challenging process for all pupils, but particularly difficult for those with social and emotional difficulties. Nurture groups aim to develop social and emotional skills and are seen to correspond closely with the recommendations made in transition literature. It is therefore proposed that nurture provision could be an effective means of supporting socially and emotionally vulnerable pupils in the transition. Previous literature adds support to this view, but no study as yet has focused specifically upon this topic. A small-scale case study design was used to explore the ways in which one secondary school applied nurture principles to support vulnerable pupils through the transition process. The research followed an embedded, single case design incorporating contextual and interview data regarding the school's nurture provision. Contextual information was gathered through the research diary and analysed in relation to the identified propositions. In addition, four illustrative case examples surveyed the views of the nurture facilitator and three pupils who received different levels of nurture support: these interviews were analysed using thematic analysis. An integrated case description combines the findings from all data sources and offers a coherent account of the provision.The findings support the proposition that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school. In line with nurture literature, the findings suggest that secondary schools need to adapt the primary nurture model to ensure provision meets the needs of their setting and cohort. While this promotes flexibility, secondary schools still need to adhere to a number of core principles to ensure they are delivering a true nurturing approach. A tentative model is presented, which proposes that secondary school nurture provision should aim to support social and emotional development through a range of provision that is firmly grounded in psychological theory. Provision should adhere closely to the six nurture principles, with effective identification of needs informing a personalised approach that is tailored to each individual pupil. The importance of relationships for learning and development is emphasised. The thesis concludes by suggesting that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school, providing a number of core elements are in place.
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Minnie, Carolyn. "How do teachers support students with twice-exceptionality, specific to concomitant autism spectrum disorder and intellectual giftedness, to transition to secondary school?" Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213217/1/Carolyn_Minnie_Thesis.pdf.
Full textAbstract:
This qualitative multiple case study explored teachers’ knowledge of twice-exceptionality (2E), specifically concomitant autism with intellectual giftedness, and the support offered to these students to transition from primary to secondary school. The research was framed by Bronfenbrenner’s Bioecological Theory with specific reference to the PPCT model. The findings identified that a lack of communication amongst teachers inhibited the support required by this cohort of students. Teachers’ lack of knowledge of 2E contributed to their lack of communication and support. A recommendation is that teacher collaboration is key in supporting transition.
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Hamm, Jeremy M. "Motivation-focused thinking: sustaining goal striving and well-being for young adults navigating a challenging life course transition." Taylor & Francis, 2013. http://hdl.handle.net/1993/31709.
Full textAbstract:
Developmental transitions are experienced throughout the life-span and necessitate
adapting to significant and unpredictable changes (Heckhausen et al., 2010; Perry, 2003). The shift from high school to university in young adulthood serves as an exemplar of how these challenging junctures can undermine motivation and well-being. Recent evidence suggests that most (85%) young adults making this transition feel overwhelmed, half (50%) experience immense anxiety (ACHA, 2012), and more than one quarter (28%) withdraw from their institutions by the end of their first year (Snyder & Dillow, 2013). The present dissertation was designed to counter these developments by conducting a systematic analysis of whether motivation-focused thinking (selective secondary control) sustained young adults’ goal striving, goal attainment, and well-being based on propositions stemming from the motivational theory of life-span development (Heckhausen et al., 2010). Study 1 comprised a seven-month field study and showed that motivation-focused selective secondary control striving positively predicted young adults use of behavior-focused selective primary control strategies, which in turn influenced academic performance. Study 2 was based on a seven-month field study and built on Study 1 by demonstrating that increasing selective secondary control striving was related to lower levels of depressive and stress-related physical symptoms for young adults with low high school grades. These effects were mediated by theoretically-derived mechanisms involving selective primary control and discrete emotions. Building on the preceding studies, Study 3 involved a seven-month, pre-post, field design and showed that students with low high school grades and high perceived control who received a motivation-enhancing selective secondary control treatment attained year-end course grades that were 8% higher than their no-treatment peers (74.85% vs. 66.68%). Consistent with theory, treatment effects were mediated by selective secondary and primary control strategies and emotions. Findings from these studies advance the literature by documenting previously unexplored antecedents, consequences, mediators, moderators, and manipulations (treatment) of selective secondary control for young adults in the midst of a challenging life course transition.October 2016
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Waldron, Michelle Anne. "An IPA exploration of students' perceptions of the transition from primary to secondary school in the Republic of Ireland and the impact on emotional wellbeing." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686174.
Full textAbstract:
The transition to secondary school can be an important time in the personal, social, and educational lives of students. There were three aims of this research. The first was to gain an understanding of students' lived experiences of the transition to secondary school. The second aim was to explore their perceptions of the impact, if any, of the transition on their emotional wellbeing. The third aim was to find out what support young people found helpful in negotiating the transition, and to explore what suggestions they have to improve the process. Data was gathered from semi-structured interviews with eight students towards the end of their first year in secondary school. Interpretative Phenomenological Analysis (IPA) was used to analyse data relating to the experiences of students of the transition and the impact they perceived it had on emotional wellbeing. A questionnaire was administered to 46 students examining support and suggestions for future support they had. Thematic Analysis (T A) was used to analyse this data. The following themes emerged for young people's experiences of the transition; dynamics of sodal relationships and influence on identity. They perceived that anxiety, pressure and loss during the transition impacted on their emotional wellbeing. Anxiety presented for various reasons, including the fear of the unknown about secondary school, social anxiety, and anxiety triggered by older students. Types of pressure discussed included academic pressure and peer pressure. Three areas of loss were identified; loss of security, loss of freedom and loss of old school. Family, friends, teachers and familiarity with secondary school were a support during the transition. Suggestions to improve the process included; access to more information, facilitation of social relationships, greater continuity between schools, practical preparedness, and sense of belonging. The findings raise implications for professional practice to support student during the transition from primary to secondary school.