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Autor/inn/enBagnall, Charlotte Louise; Skipper, Yvonne; Fox, Claire Louise
Titel'You're in This World Now': Students', Teachers', and Parents' Experiences of School Transition and How They Feel It Can Be Improved
QuelleIn: British Journal of Educational Psychology, 90 (2020) 1, S.206-226 (21 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Bagnall, Charlotte Louise)
ORCID (Skipper, Yvonne)
ORCID (Fox, Claire Louise)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0007-0998
DOI10.1111/bjep.12273
SchlagwörterForeign Countries; Student Adjustment; Coping; Emotional Response; Parent Attitudes; Student Attitudes; Teacher Attitudes; Elementary School Students; Elementary School Teachers; Secondary School Students; Secondary School Teachers; Interpersonal Relationship; Expectation; Interpersonal Communication; United Kingdom
AbstractBackground: Primary-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. Aims: To 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. Sample: The 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. Method: Students 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. Results: Students, 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. Conclusions: There 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. (As Provided).
AnmerkungenWiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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