A Bio-ecological Perspective on Educational Transition

O’Toole, Leah; Hayes, Nóirín; Mhathuna, Maire Mhic

doi:10.1016/j.sbspro.2014.04.396

Cited by 25 publications

(17 citation statements)

References 6 publications

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“…This finding is concerning, as the teachers at both school levels need to know and understand each other's contexts in order to adapt their support to the individual student. In addition, previous research shows that continuity in ways of learning must be provided (Galton, Gray, and Ruddock 2003;O'Toole, Hayes, and Mhathúna 2014;Strand 2019). This needs to be addressed, as the teachers assume Grade 7 teachers do not prepare the students well enough in taking more responsibility for themselves.…”

Section: Discussionmentioning

confidence: 99%

“…This needs to be addressed, as the teachers assume Grade 7 teachers do not prepare the students well enough in taking more responsibility for themselves. This can lead to students meeting expectations that are not adapted to their own zone of proximal development and could perhaps help to explain why many students experience stress related to organisational skills at the lower secondary school (Rice, Frederickson, and Seymour 2011;O'Toole, Hayes, and Mhathúna 2014;Strand 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Schools must be aware not only of curriculum continuity but also continuity in ways of learning and the potentially changing ethos experienced by children and parents when facilitating the transition (Galton, Gray, and Ruddock 2003;O'Toole, Hayes, and Mhathúna 2014;Strand 2019). In Norway, this should include an awareness regarding assessment, as students receive marks for the first time in Grade 8 (OECD 2011).…”

Section: Introductionmentioning

confidence: 99%

“…In Norway, this should include an awareness regarding assessment, as students receive marks for the first time in Grade 8 (OECD 2011). Further, the literature shows that the teachers should acknowledge that many students experience stress related to increased expectations regarding organisational skills at the lower secondary level (Rice, Frederickson, and Seymour 2011;O'Toole, Hayes, and Mhathúna 2014;Strand 2019). At the same time, schools must recognise that students also appreciate experiencing some changes, such as being treated more like adults and having more autonomy and trust than at primary school (Galton, Gray, and Ruddock 2003;Strand 2019).…”

Section: Introductionmentioning

confidence: 99%

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Supporting the transition to secondary school: The voices of lower secondary leaders and teachers

Strand

2020

Educational Research

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Background: The primary-secondary transition is recognised as a challenging time for students, and poor transition processes can negatively affect the students' development. School professionals play an important role in enhancing the students' transition experience, but international literature calls for more research concerning their perspective on this transition. Purpose: The aim of this study was to investigate what lower secondary school leaders and teachers in Norway emphasise when supporting the primary to lower secondary school transition. Methods: A qualitative single case study approach was used. The participants were ten form teachers, their team leader and the principal (n = 12) within one lower secondary school. These were the individuals overseeing the transition process on behalf of a cohort of students who transferred to their school in August 2017. Data were collected through observations and focus group interviews. The data were transcribed and analysed qualitatively, inspired by the constant comparative method of analysis. Findings and conclusion: Framed by their own experiences, the leaders and teachers emphasised ensuring predictability, establishing a safe psychosocial learning environment, giving the students time to learn to be lower secondary school students, and collaboration at the school level and with the families. These efforts are largely in line with what the research recommends. The findings indicate, however, that the teachers need more support during this process. The article concludes that a closer dialogical interaction with colleagues at the primary and secondary levels, parents and students could support the leaders and teachers to promote an even better transition.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Supporting the transition to secondary school: The voices of lower secondary leaders and teachers

Strand

2020

Educational Research

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“…This included elements of the basic theory related to layers of influence, and the more involved PPCT stage with its influence of time and place, although the lack of a longitudinal aspect limited the application of the chronos-dimension. EST was also chosen as the primary theoretical framework because it led to greater identify of how relationships between children and their peers, teachers, and parents, at different stages during their educational journey in sixth grade, serve as positive and negative influences on selected students' success (see also O'Toole, Hayes, & Mhathúna, 2014). EST is therefore applicable for determining the extent to which home, school, and community settings have had, or continue to have, an influence on student success, and led to the development of an ecological footprint for influences on the study participants in the common school setting (see Section Four; also .…”

Section: Theoretical Framework Informing the Studymentioning

confidence: 99%

Unpacking middle school achievement: how students perceive the effect of home, school, and community influences on their academic success

Worthington¹

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This transcendental phenomenological study set out to determine the nature and extent of influence on student success, as perceived by selected rising seventh-grade students at a particular mid-West middle school (grades 6-8), through analysis of a student-centered narrative. In particular, this study sought to ascertain how and why certain students believe they were successful, and how students perceive home, school, and community people and places to be positive and negative influences on their success in and outside of school. Analysis revealed that students see themselves ("self"), as well as individuals and places outside the home and school ("places and faces"), along with rewards and punishments (a "double-edged sword"), as combined influences on their success. Analysis of the student narrative also led to the development of an ecological footprint for the selected school, which revealed more influence from the macro-system than previously suggested by prior research. As such, it may be wise for schools, families, and community agencies, programs and individuals to develop mental health and coping strategies and programs to promote student success. Keywords: ecological systems theory, student voice, student success, middle school

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A Case Study. Transition in a Waldorf School in São Paulo, Brazil: A Process Under Construction

Guglielmo

Jurdi²,

Pereira³

2022

International Perspectives on Early Childhood Education and Development

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A Bio-ecological Perspective on Educational Transition

Cited by 25 publications

References 6 publications

Supporting the transition to secondary school: The voices of lower secondary leaders and teachers

Supporting the transition to secondary school: The voices of lower secondary leaders and teachers

Unpacking middle school achievement: how students perceive the effect of home, school, and community influences on their academic success

A Case Study. Transition in a Waldorf School in São Paulo, Brazil: A Process Under Construction

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