Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396424
Title: Transient pupils : the induction and support of Key Stage 3 late entrants
Author: Millman, Val
ISNI:       0000 0001 3408 3084
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2002
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Abstract:
Little UK research has been undertaken into the experiences of pupils who move between secondary schools after the normal year 7 entry date. This thesis builds on a major research study on pupil mobility in English schools undertaken by Dobson, Henthorne and Lewis (2000) which investigated its impact on school and pupil performance, and school and LEA responses to this. The purpose of the study described in this thesis was to identify the circumstances and characteristics associated with late entrants to secondary school, to investigate their experience of late entry and to see whether additional induction and support could assist them in making a successful transfer. The study investigated the experiences of Key Stage 3 late entrants to Coventry LEA schools who participated in a programme of induction and support provided by Connexions Service personal advisers. The research, which was conducted in two phases, involved myself, an LEA adviser, and Connexions personal advisers in collecting data. First, personal advisers collected data about personal background and school transfer experience from all late entrants who were referred to them by year heads for induction interviews. At the end of the same school year, I conducted in- depth interviews with nine pupils, their year heads and personal advisers; personal advisers also completed questionnaires. Data analysis revealed a multiplicity of circumstances and characteristics associated with moving schools during the secondary phase that made it an individual and sometimes isolated experience. Pupils used a variety of strategies to assist them in managing this transition and they valued the support of the Connexions personal adviser. School induction and support systems for late entrants varied in their effectiveness and appeared rarely to be consistently implemented within over-stretched pastoral and curriculum systems.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.396424  DOI: Not available
Keywords: LB1603 Secondary Education. High schools
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