'We Ur Al Aff Tae Th' Big Schuil' -- Pupils' and Teachers' Views and Experiences on Using Drama Conventions to Support Primary-Secondary Transition

Autor/in	Barlow, William D.
Titel	'We Ur Al Aff Tae Th' Big Schuil' -- Pupils' and Teachers' Views and Experiences on Using Drama Conventions to Support Primary-Secondary Transition
Quelle	In: Education 3-13, 48 (2020) 8, S.893-908 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barlow, William D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1668819
Schlagwörter	Foreign Countries; Student Adjustment; Elementary School Students; Student Attitudes; Elementary School Teachers; Teacher Attitudes; Transitional Programs; Role Playing; Empathy; Perspective Taking; Citizenship Education; Bullying; Friendship; Skill Development; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Rollenspiel; Empathie; Zukunftsperspektive; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Mobbing; Freundschaft; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This case study explores pupils' and teachers' views on using Drama Conventions during primary-secondary transition. The intervention took place during the final month of the Scottish academic year (June), in 3 associated state primary 7 classes (the last year of primary school in Scotland) with 78 pupils and 3 teachers. Forty-nine pupils completed a retrospective questionnaire on the intervention at the end of secondary term one. This paper suggests that a Drama Convention approach to primary-secondary transition creates a learner-centred transition curriculum developing: solidarity, empathy, meta-awareness, multiple perspectives and understanding of transition bullying. Qualitative data methods included: pupil questionnaires and focus groups, teacher semi-structured interviews, teacher observations and a researcher diary. The conclusion outlines recommendations for future transition research, policy and practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01