From Gemeinschaft to Gesellschaft: A Case Study of Student Transition from Elementary School to High School.

Autor/in	Ahola-Sidaway, Janice A.
Titel	From Gemeinschaft to Gesellschaft: A Case Study of Student Transition from Elementary School to High School.
Quelle	(1988), (37 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Environment; Elementary Secondary Education; Foreign Countries; Interpersonal Relationship; Participant Observation; Social Characteristics; Social Development; Social Experience; Social Influences; Social Integration; Social Networks; Socialization; Sociocultural Patterns; Student Behavior; Student Experience; Student Role; Student School Relationship; Student Subcultures; Canada + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teilnehmende Beobachtung; Gesellschaftsbild; Soziale Entwicklung; Soziale Erfahrung; Sozialer Einfluss; Soziale Integration; Social network; Soziales Netzwerk; Socialisation; Sozialisation; Soziokulturelle Theorie; Student behaviour; Schülerverhalten; Studienerfahrung; Schüler-Lehrer-Beziehung; Kanada
Abstract	This paper examines the key differences between elementary school culture and high school culture as experienced by a group of Quebec youngsters making the transition from elementary school to high school. It presents a selective summary of a major research study that focused on the fundamental differences between elementary school student life and high school student life as experienced by a group of students in transition, and how these students adapted to these differences. Two theoretical perspectives provided the basis for the analysis: symbolic interaction theory and Ferdinand Tonnies' distinction between "Gemeinschaft" (Community) and "Gesellschaft" (Association). Participant observation was used to record structural and interactional data related to student life at and around the time when the children at St. Francis Elementary School were reaching the end of the elementary school experience and entering high school. Two sets of questionnaires provided supplementary data. A descriptive account follows, first of the general characteristics of St. Francis Elementary School and of Royalton High, and then of the fundamental differences between elementary school life and high school life as viewed by students in transition. The paper concludes with general reflections on the findings of the study with respect to the issue of school size, the differing socialization environments of elementary and high school, attitudes toward work, student relationships, and staff-student relationships. This is followed by a brief survey of future considerations for researchers and issues for policymakers, educators, and parents. References are included. (TE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC