Transition into High School
A phenomenological study
Bibliographic Data
| ID | 8859244 |
|---|---|
| Authors | Krishnaveni Ganeson (a Asquith Girls’ High School, NSW & Queensland University of Technology, corresponding author), Lisa C Ehrich (0000-0002-6810-4274, a Asquith Girls’ High School, NSW & Queensland University of Technology) |
| Year | 2009 |
| Volume | 41 |
| Issue | 1 |
| Pages | 60-78 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2008.00476.x |
| OpenAlex | W2071063413 |
| Language | EN |
| Citations received | 17 |
| References cited | 14 |
Starting high school can be a challenging but also exciting time for students. The focus of this paper lies with students’ experiences of transition into secondary school. Sixteen students from one government school in New South Wales kept a journal for their first ten weeks in high school as a way of recording their experiences. Their journal entries were studied utilising a phenomenological psychological approach following ). The aim of this research approach is to produce clear and accurate descriptions of a particular aspect of human experience () in order to reveal the essential structure of the phenomenon under investigation. Emerging from the study were seven themes about transition: the pivotal role of peers in helping or hindering settling into high school; the place of school support through programs and activities; the challenges of new procedures; different types of learning activities; feelings of confidence and success that can enhance transitional experiences; the place of homework in the academic curriculum; and the role of teachers in affecting student integration into high school. The paper concludes by raising some important issues and implications for school based practitioners
Curriculum · Epistemology · Feeling · Interpretative phenomenological analysis · Mathematics education · Pedagogy · Phenomenon · Qualitative research · Social science · Sociology · Transition (genetics · Early Childhood Education and Development · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology · Social Psychology
Systematic literature review of primary‒secondary transitions
Estimating classroom-level influences on literacy and numeracy
Towards a coherent Interpretative Phenomenological Analysis (IPA) practice
Supporting a Responsive Transition to High School through a Summer Transition Camp
Exploring Close Relationships and Executive Functions as Unique and Joint Predictors of Adolescent Subjective Well-Being Across the Transition to High School
Having Someone to Talk
Communication modality matters
Distance learners
Integrating Blended Learning and Canva for the Development of Students’ ESL Reading Skills in the First Year of Secondary Education
The lived experience of learners' use of new media in distance teaching and learning
Making a drama out of transition
The Power Dynamics of Friendship
The role of goal structures and peer climate in trajectories of social achievement goals during high school
Utilizing a Matrix Approach to Analyze Qualitative Longitudinal Research
Harnessing Technology for Research During the Covid-19 Pandemic
Influence of social anxiety and emotional self-efficacy on pre-transition concerns, social threat sensitivity, and social adaptation to secondary school
Exploring University EFL Teachers' Technological Pedagogical Content Knowledge and Teacher Efficacy in Technology-integrated Flipped Classroom
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,13 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |