You're in this world now
Students', teachers', and parents' experiences of school transition and how they feel it can be improved
Datos Bibliográficos
| ID | 5263115 |
|---|---|
| Autores | Charlotte Louise Bagnall (0000-0001-7213-2668, Keele University United Kingdom, autor de correspondencia), Yvonne Skipper (0000-0001-7011-3439, Keele University United Kingdom), C Lalueza Fox (0000-0003-4329-4056, Keele University United Kingdom) |
| Año | 2020 |
| Volumen | 90 |
| Número | 1 |
| Páginas | 206-226 |
| Fecha de publicación | 2020-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | British Journal of Educational Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12273 |
| PMID | 30868577 |
| OpenAlex | W2921784536 |
| Idioma | EN |
| Citas recibidas | 18 |
| Referencias citadas | 45 |
BackgroundPrimary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: students, parents, and teachers.AimsTo explore transfer students', parents', and teachers' experiences in the lead up to and over the transition period, and how they feel it could be improved.SampleThe sample consisted of 45 year seven students, 8 year seven parents, 8 year seven teachers, and 8 year six teachers, recruited from five primary and five secondary schools.MethodStudents participated in face-to-face semi-structured focus groups and adults in asynchronous online focus groups. Transcribed audio-recordings were analysed using inductive thematic analysis.ResultsStudents, parents, and teachers were shown to navigate a similar process over primary-secondary school transition. All talked about managing their own and others' emotions, relationships, and expectations. These were shaped by shared communication across primary and secondary schools and between the stakeholders, and impacted by how good transition provision was seen to be.ConclusionsThere is a need to understand the transition period from the perspective of students, teachers, and parents, to improve school transition. This information will allow us to design emotional centred support interventions that reflect these lived experiences
Developmental psychology · Focus group · Mathematics education · Medical education · Perspective (graphical) · Psychological intervention · Qualitative research · Sociology · Thematic analysis · Transition (genetics) · Early Childhood Education and Development · Education, Achievement, and Giftedness · Medicine · Parental Involvement in Education · Psychology
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| Obras citantes distintas | 18 |
|---|---|
| Citas por año | 3,6 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 18 |