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Title: Pupils' and teaching staff's lived experience of a Year 7 transition intervention in South East England : a phenomenographic study
Author: Brown, Paulet
ISNI:       0000 0004 8507 8850
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Pupils' transition from primary to secondary school has been debated for several decades and has been identified as a crucial time in pupils' lives. Evaluation of transition concluded that on average, 40% of pupils find this move problematic, which results in a hiatus in their progress both academically and socially. Studies on transition to secondary school have notably focussed on the process and procedures, and data derived from the stakeholders were devoid of the voices of pupils and teachers who were active participants in the process of transition. This thesis reports on the lived experiences of the participants and the pupils' and teaching staff's perceptions before and after engaging with 'Year 7 Project' intervention. The project is based in a secondary school, Erin Sinclair Secondary School (pseudonym), located in an urban area of South East England, the aim of which was to ease the transition to secondary school of at-risk pupils by providing additional support during the transition process. In order to understand the transition process, the study investigated the change in perceptions during the transition year through the experiences of pupils and teaching staff as they move into, move through and move out of the transition process. Drawing on phenomenography, 50 participants were interviewed, comprising of sixteen teaching staff, the head teacher, the deputy head teacher, and thirty-two pupils. Half of the teaching staff were class teachers who were divided into a project group and a comparison group while the others supported pupils who were unable to access the Key Stage 3 National Curriculum (mostly in the project group of classes). The findings indicated that the 'Year 7 Project' intervention had a positive impact on pupils in the project group; they experienced fewer anxieties and settled more quickly into secondary school. Data analysis revealed preparation and support as fundamental to ensuring transition success as outlined by Nancy Schlossberg's, transition theory.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available