Abstract:
This paper reports students' perceptions about their primary to secondary school transition. It specifically focuses on young adolescent's concerns and the ways in which cope with social emotional and academic demands during school transition.
Mixed methods data collection techniques were used to track the experiences of sixteen students during their final weeks of primary school and first year at secondary school. A snapshot of the findings emerging from the qualitative data, derived from multi-method interviews, questionnaires and student journals are considered.
Student concerns were analyzed into three broad and interrelated categories: a) relationships (with peers and teachers), b) curriculum challenge and organisation, and c) personal (about self).
Of special interest in this paper are the various ways in which students cope with the academic and social emotional demands they encounter. Of great significance is the profound impact positive aspirations and inspiration have on the extent to which students cope with interpersonal relationship and academic pressures during the school transition period.
Findings from this research challenge the practices in the Middle Years of Schooling and have significant implications for the programs, curriculum, teaching and learning. Recommendations based upon these findings focus upon initiatives that promote a smooth transition for students.
Mixed methods data collection techniques were used to track the experiences of sixteen students during their final weeks of primary school and first year at secondary school. A snapshot of the findings emerging from the qualitative data, derived from multi-method interviews, questionnaires and student journals are considered.
Student concerns were analyzed into three broad and interrelated categories: a) relationships (with peers and teachers), b) curriculum challenge and organisation, and c) personal (about self).
Of special interest in this paper are the various ways in which students cope with the academic and social emotional demands they encounter. Of great significance is the profound impact positive aspirations and inspiration have on the extent to which students cope with interpersonal relationship and academic pressures during the school transition period.
Findings from this research challenge the practices in the Middle Years of Schooling and have significant implications for the programs, curriculum, teaching and learning. Recommendations based upon these findings focus upon initiatives that promote a smooth transition for students.