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SENCO T3 2013

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Transitions

  1. 1. Transitions from Primary toTransitions from Primary to Secondary SchoolingSecondary Schooling Transit - VanTransit - Van
  2. 2. A Study of students TransitionA Study of students Transition from Primary to Secondaryfrom Primary to Secondary SchoolingSchooling Purpose of the ResearchPurpose of the Research •Overall learning andOverall learning and achievementachievement •Social development orSocial development or adjustment, andadjustment, and •Attitudes towards learning andAttitudes towards learning and achieving wellachieving well
  3. 3. Students Achievement as they TransitionStudents Achievement as they Transition form Primary to Secondaryform Primary to Secondary •There is often a drop in studentsThere is often a drop in students’ academic’ academic achievement following a move to Secondaryachievement following a move to Secondary School.School. •Students attitudes towards school and theirStudents attitudes towards school and their subjects can decrease.subjects can decrease. •Can be accompanied by an increase in theirCan be accompanied by an increase in their non-academic interests.non-academic interests. •Great deal of complexity around transitioningGreat deal of complexity around transitioning •Sufficient information about transitionSufficient information about transition •Most likely to have negative effects for studentsMost likely to have negative effects for students who are already experiencing difficultieswho are already experiencing difficulties •Transition is a process that starts from Y8Transition is a process that starts from Y8 through to first term of Y10through to first term of Y10 •Shortage of transition research dataShortage of transition research data  Literature FindingsLiterature Findings
  4. 4. Social Development orSocial Development or AdjustmentAdjustment Literature Findings:Literature Findings: • Transition is not theTransition is not the ‘‘disasterdisaster’’ that is oftenthat is often feared.feared. • Social peers became moreSocial peers became more ‘‘expansiveexpansive’’.. • Most students quite quickly adapted to theMost students quite quickly adapted to the more immediate changes such as finding theirmore immediate changes such as finding their way around, moving classes and becomingway around, moving classes and becoming familiar with rules and systemsfamiliar with rules and systems • Identified that students in general becameIdentified that students in general became more critical about some of the teachingmore critical about some of the teaching • StudentsStudents ‘‘at riskat risk’’ disengage quite earlydisengage quite early
  5. 5. Attitudes towards Learning andAttitudes towards Learning and Achieving well.Achieving well.  High achievers in mathematics and reading wereHigh achievers in mathematics and reading were more consistent in their achievement patterns thanmore consistent in their achievement patterns than low achieverslow achievers  Students able to identify the reasons forStudents able to identify the reasons for disengagement.disengagement.  Without supportWithout support ‘at risk’ students disengage from‘at risk’ students disengage from school early.school early.  Arrive at school with established patterns of lowArrive at school with established patterns of low achievement and/or social/behavioural difficulties.achievement and/or social/behavioural difficulties.  Study provided important insights from studentsStudy provided important insights from students about what helps to keep students engagedabout what helps to keep students engaged
  6. 6. The Case of Emily: A focus onThe Case of Emily: A focus on students as they Transition fromstudents as they Transition from Primary to Secondary SchoolingPrimary to Secondary Schooling • Transition started from fourth term of year 8 – first term ofTransition started from fourth term of year 8 – first term of year 10.year 10. • Y8-Y9 represents a time of significant, deeper level changeY8-Y9 represents a time of significant, deeper level change of students that is generallyof students that is generally ‘unsettling’.‘unsettling’. • Few students expressed a desire toFew students expressed a desire to ‘go back to how things‘go back to how things were’….were’…. • Students overall, while they reported many positive orStudents overall, while they reported many positive or enjoyable schooling experiencesenjoyable schooling experiences ‘post-transition’, just as‘post-transition’, just as they did prior to transition, there is concern about evidencethey did prior to transition, there is concern about evidence that shows students becoming less positive about theirthat shows students becoming less positive about their subjects at school over time.subjects at school over time.
  7. 7. StudiesStudies  A Study of StudentsA Study of Students’ Transition from Primary to’ Transition from Primary to Secondary SchoolingSecondary Schooling www.www.educationeducationcounts.govt.nz/publications/counts.govt.nz/publications/schoolingschooling/31844/31846/31844/31846  Students Achievements as they transition fromStudents Achievements as they transition from Primary to SecondaryPrimary to Secondary www.educationcounts.govt.nz ›www.educationcounts.govt.nz › PublicationsPublications ›› SchoolingSchooling  A Case of Emily: A Focus on Students as theyA Case of Emily: A Focus on Students as they Trasition from Primay to Secondary SchoolingTrasition from Primay to Secondary Schooling www.educationcounts.govt.nz ›www.educationcounts.govt.nz › PublicationsPublications › Schooling› Schooling
  8. 8. What factors can contributeWhat factors can contribute towards a successful Year 9towards a successful Year 9 transition?transition?

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