Progress in the middle years of schooling: Continuities and discontinuities at transfer

Galton, Maurice; Hargreaves, Linda; Pell, Tony

doi:10.1080/03004270385200161

Cited by 54 publications

(85 citation statements)

References 5 publications

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“…For example, the issue of discontinuity has been highlighted in the U.K. government reports (e.g. Galton et al 2003;SEED 1999) as one of the stressors. One element of this has been the lack of continuity in learning, with secondary schools often favouring the 'fresh start' approach.…”

Section: Resilience and Transitionmentioning

confidence: 99%

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

2008

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The transition from primary to secondary school can be a period of anxiety for many children. Although most schools have developed systems to ease this process, it has been argued that the emphasis is often on administrative and organisational procedures. In contrast, children and parents are typically more concerned with personal and social issues. It may be that such concerns have received insufficient attention in the past. This paper employs theoretical perspectives from the literature on resilience and self-esteem to examine key aspects of the process of transition from the perspective of the individual child. It is argued that for some children at least, transition can be legitimately considered 'a challenge of living' because of the social and personal messages which are received from a range of experiences within a concentrated period of time. The nature and source of these messages are discussed, and some implications for practitioners suggested. It is argued that in order to help vulnerable individuals cope with, and even benefit from, the period of transition, we need to focus more on the way social and personal experiences are interpreted at this time.

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Section: Resilience and Transitionmentioning

confidence: 99%

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

2008

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“…Research has shown that pupils' views of science, in particular practical science, are generally very positive in Y6 and that this is maintained following transfer, though there is a marked decline by the end of Y9 (Bennett, 2003 pp 174-194). There are, however, signs of a recent deterioration around the age of transfer and suggestions that this may be connected with pressures associated with the introduction of the strategies for nttmeracy and literacy in primary schools (Galton, Hargreaves and Pell, 2003). Pupils in this study, however, were positive about science and particularly so about the motivation that practical work provides both for them and for scientists at work.…”

Section: 'People Get Paid For It and The People Do Stuff That Is Impomentioning

confidence: 81%

“…There have been suggestions that it may be unpopular with teachers and pupils as it represents insufficient discontinuity in the move up to secondary school (Galton, Hargreaves and Pell, 2003). Our evaluation of the implementation of bridging work is on going and we hope to have clearer picture of how it impacts on teachers and pupils in the near future.…”

Section: Y6 Pupils (Per Cent)mentioning

confidence: 93%

Pupils' attitudes to practical science around the KS2/3 transition

Braund

Driver

2005

Education 3-13

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“…Friendship, especially close friendship, is based on a supportive relationship often asserted as the root of learning and has been linked to cognitive enhancement (Zajac & Hartup, 1997). Close friendship is also linked to classroom security (Galton, 1990), easing problems caused by transitions (especially the movement from primary to secondary school, Galton, Gray, & Rudduck, 2003). Friendships based on similarity are also associated with development of gender identity (Murphy, 2000) and culturally driven stereotypical behaviours.…”

Section: Towards a Social Pedagogy Of The Classroommentioning

confidence: 97%

Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning

2005

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Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place. This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition, learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive understanding of social pedagogic activity within classrooms. Empirically, a novel classroom "mapping" method with follow-up questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge; and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to the teacher, and patterns of grouping that may be associated with polarisation in the classroom.

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Progress in the middle years of schooling: Continuities and discontinuities at transfer

Cited by 54 publications

References 5 publications

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

Pupils' attitudes to practical science around the KS2/3 transition

Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning

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