A Journey of Transition: From Gumly Gumly Public to Secondary School.

Autor/in	Cocklin, Barry
Titel	A Journey of Transition: From Gumly Gumly Public to Secondary School.
Quelle	(1999), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Community Involvement; Educational Environment; Elementary Secondary Education; Followup Studies; Foreign Countries; Rural Schools; School Attitudes; School Culture; School Size; Secondary School Students; Student Attitudes; Student Experience; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Follow-up studies; Kontaktstudium; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulkultur; Schulleben; Sekundarschüler; Schülerverhalten; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	Three Australian students who had moved from a small rural primary school to larger secondary schools were interviewed to examine how they experienced the transition. Although the larger environment at the secondary schools was a factor, the transition was not difficult with regard to social aspects, such as making new friends. The teaching and learning situation was significantly different, however. The students' primary school was a learning community characterized by a teaching and learning partnership of pupils, staff, parents, and community working, learning, and teaching together, in a dynamic interaction. At their secondary schools, these students reported something of a regression in relationships, as they were confronted with a teacher-as-teacher context, with control as the central component, in marked contrast to their experiences in primary school. The students felt that the nature of the teacher was central to the concept of a learning community and was more important than the size of the school. Ramifications for secondary schools are that learning communities can only develop when teachers, students, administrators, and communities are involved in an interactive process, and that teachers must re-examine their teaching practices and interactions to facilitate the learning community concept. (Contains 10 references.) (TD)
Anmerkungen	For full text: http://www.swin.edu.au/aare/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC