A Holistic Approach to Primary-Secondary Transitions

Autor/inn/en	Jindal-Snape, D.; Foggie, J.
Titel	A Holistic Approach to Primary-Secondary Transitions
Quelle	In: Improving Schools, 11 (2008) 1, S.5-18 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480207086750
Schlagwörter	Academic Achievement; Holistic Approach; Foreign Countries; Student Attitudes; Longitudinal Studies; Interviews; Followup Studies; Elementary Secondary Education; Transitional Programs; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Schulleistung; Holistischer Ansatz; Ausland; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Follow-up studies; Kontaktstudium; Großbritannien
Abstract	A longitudinal study was conducted to follow children, in a city in Scotland, to understand their experiences of primary-secondary transition. The children were purposively selected as known to be having/potentially having problems with transition. Initial interviews were conducted with children, their parents and professionals when five were in the first year of secondary school, two in the second year of secondary school and two in the last year of primary school. Follow-up interviews were undertaken with six children again after six months when four were in the second year and two in the first year of the secondary school. Three out of the nine children were finding it difficult to deal with transition even at the follow-up. The issue of transition was complex, with considerable impact of a child's internal attributes, family, peers, school systems, professionals and community on his/her primary-secondary transition being successful or not. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10