Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567937
Title: An exploration of the primary to secondary school transition in an Irish context
Author: Nolan, Sean
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2012
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Abstract:
Each year in Ireland, over 50,000 young people make the transition from primary to secondary school. This journey, although regarded with importance, has not been researched to any great degree in the Irish context. International research has tended to be mainly quantitative in its focus. Relatively little attention, in transition related research, has been paid to the ‘voice’ of the young people or the teachers who strive to support them along the way. This research, through a three phase mixed methods research design, explored the transition experiences of a group of young people who had made the transition from 13 small primary schools into a single large secondary school, in a rural setting in Ireland. The views of some of their primary school and secondary school teachers were also gathered. The overall aim of the research was to establish a rich picture of the lived reality of the primary to secondary school transition process. In order to achieve this, Phase 1, by means of a comparison of a pre and post transition standardised questionnaire measure, sought to investigate the effects of the transition on each young person’s self-esteem. Phase 2, through the use of a transition questionnaire with all of the young people, sought to investigate the experiences of all of the young people. It then focused more specifically, through the use of a semi-structured interview, on some who had been identified as experiencing either a decline or an increase in their self-esteem levels. Phase 3, through the use of semi-structured interviews with primary school teachers and focus groups with secondary school teachers, investigated what they had to say about the transition process they observe and experience each year. Building on the reported findings of what the young people and their teachers had to say, this research provides a number of recommendations. The unique contribution of this research is that it offers the “Transition Corridor” as a framework for action for the future.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.567937  DOI: Not available
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