Enhancing school-university partnerships

McGee, Judith

doi:10.15663/wje.v7i1.437

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…In order to identify the actors in the preparatory process of the transition to secondary school, we reviewed studies on educational transitions (e.g. Ashton 2008;Benner and Graham 2009;Caulfield, Hill, and Shelton 2005;Graham and Hill 2003;Jindal-Snape 2010;Jindal-Snape andFoggie 2006, 2008;Jindal-Snape and Miller 2008;Korpershoek et al 2016;McGee et al 2003;Newman and Blackburn 2002;Zeedyk et al 2003). The pupils themselves are the main actors, as they deal with changes in their lives facing the transition process, developing self-discipline and building good relationships with others (i.e.…”

Section: Actors In the Preparatory Process In The Final Year Of Primamentioning

confidence: 99%

“…getting lost in a new environment) (Ashton 2008;Jindal-Snape and Foggie 2008;Zeedyk et al 2003). Research suggests that these difficulties are greater for pupils with migrant backgrounds than for non-migrant pupils in the primary-secondary school transition (Caulfield, Hill, and Shelton 2005;Coffey 2013;Galton and Mornson 2000;Graham and Hill 2003;Gutman and Midgley 2000;McGee et al 2003;Naayer et al 2016;Rice, Frederickson, and Seymour 2011;Rosenblatt and Elias 2008;Topping 2011), as migrant pupils may also experience adjustment difficulties related to discrimination, language and a lack of relevant resources (e.g. Caulfield, Hill, and Shelton 2005;McGee et al 2003;Topping 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Gutman and Midgley 2000;Jindal-Snape and Foggie 2008;Newman et al 2000;Reyes et al 2000), less research has been conducted specifically on the perceptions of pupils in the final year of primary school (known as 'group 8' in the Dutch school system) on the preparatory process for the transition to secondary school (Akos and Galassi 2004;Ashton 2008;Tobbell and O'Donnell 2013), and especially on the preparatory process of pupils with a migrant background (Benner and Graham 2009;McGee et al 2003). The present small-scale qualitative study examines how Dutch pupils with a migrant background perceive and experience this preparatory process, and how they can be encouraged and supported in preparing for the transition to secondary education in the Dutch system (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

Rodrigues

Meeuwisse

Notten

et al. 2018

Educational Research

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Background:The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important 'actors' (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as 'HAVO' or 'VWO') and those who were preparing to follow a vocational pathway (i.e. the track known as 'VMBO') in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants' perceptions of the roles of three actors -namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.

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Section: Actors In the Preparatory Process In The Final Year Of Primamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

Rodrigues

Meeuwisse

Notten

et al. 2018

Educational Research

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“…For example, lower SES children are more likely to be susceptible to socio‐emotional difficulties or disadvantages associated with the home or school environment (e.g., lack of resources). If school transition exacerbates these existing disadvantages, then students from lower SES backgrounds are more likely to experience a difficult school transition, leading to worsening of behavioral and educational outcomes and thus, increased differences between children from lower and higher SES backgrounds (Anderson et al, 2000 ; Broer et al, 2019 ; McGee et al, 2003 ; von Stumm et al, 2020 ).…”

Section: School Transitionmentioning

confidence: 99%

Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education

et al. 2022

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We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary and word reading between every time point. Curriculum vocabulary and reading comprehension showed significant growth during the school year, but not during the summer holidays. There were significant effects of SES on all measures except word reading; yet, SES differences did not widen over time. Our findings motivate targeted reading and vocabulary support for secondary school students from lower SES backgrounds.

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