Using creative drama to facilitate primary–secondary transition

Jindal‐Snape, Divya; Vettraino, Elinor; Lowson, Amanda; McDuff, Wilson

doi:10.1080/03004271003727531

Cited by 28 publications

(34 citation statements)

References 11 publications

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“…In the context of social, emotional and behavioural needs, the needs of children who may be vulnerable or ‘at risk’, including those who are looked‐after children, are discussed by Bloyce and Frederickson (), Buchanan et al () and Yadav et al (). Several papers discuss aspects of mental health, including anxiety (Jindal‐Snape et al, ; Neal et al, ; Zeedyk et al, ) and self‐esteem (Poorthuis et al, ).…”

Section: Resultsmentioning

confidence: 99%

Moving to secondary school for children with ASN: a systematic review of international literature

Cantali¹

2019

British J Special Edu

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This article presents the findings, from a systematic review of international literature, of the existing research into the transition to secondary school of children with additional support needs, which happens for most children at around 11–12 years of age in Scotland. It brings an original contribution to the existing literature through its focus on the holistic transition experience of this group of children. From an initial 52 texts that met the inclusion criteria, further scrutiny led to the identification of only 22 empirical studies published in the last 15 years which contained findings meeting the review objectives. Transition is an ongoing process; however, only five studies were longitudinal. There remains a paucity of international literature to inform good practice in a consistent manner, and a need for further longitudinal, qualitative research to support the development of inclusive education internationally. Implications for educational policy include personalisation of this school move.

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Section: Resultsmentioning

confidence: 99%

Moving to secondary school for children with ASN: a systematic review of international literature

Cantali¹

2019

British J Special Edu

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“…More precisely they should be able to identify and use a variation of social strategies, and especially emphasise the active and modifying strategies to engage in meaningful learning even in the lower grades. Moreover opportunities for positive peer interaction that also promotes students' resilience and confidence and, hence academic engagement should be intentionally designed especially in the transition phases of the school career Jindal-Snape, Vettraino, Lowson & McDuff, 2011). Further, we argue that possibilities for students'…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Strategies for academic engagement perceived by Finnish sixth and eighth graders

Ulmanen¹,

Soini²,

Pyhältö

et al. 2014

Cambridge Journal of Education

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“…Creative drama has been used extensively in classrooms and programs world-wide (Cocket, 1999;Freeman et al, 2003;Jindal-Snape, Vettraino, Lowson, & McDuff, 2011;Maples, 2007;Rosler, 2008;Walsh-Bowers & Basso, 1999;Wright, 1999;Yassa, 1999). Three particular academic benefits to the use of creative drama have been denoted in the research literature.…”

Section: Discussionmentioning

confidence: 99%

Residual Effects of an Elementary Theatre Program

Dietry¹

2012

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Using creative drama to facilitate primary–secondary transition

Cited by 28 publications

References 11 publications

Moving to secondary school for children with ASN: a systematic review of international literature

Moving to secondary school for children with ASN: a systematic review of international literature

Strategies for academic engagement perceived by Finnish sixth and eighth graders

Residual Effects of an Elementary Theatre Program

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