Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School

Bru, Edvin; Stornes, Tor; Munthe, Elaine; Thuen, Elin

doi:10.1080/00313831.2010.522842

Cited by 78 publications

(74 citation statements)

References 38 publications

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“…Bru et al (2010) argue that the older the students are, the worse they rate their relationship with teachers, beginning in primary school and steadily continuing throughout secondary education . As our data do not allow a comparison between primary and secondary school ratings of the teacher-student relationship, we cannot contribute to the clarification of this issue, however, in line with Bru et al (2010) and Martinez et al (2011), we also found a decrease in teacher-student relationship ratings in the first year of secondary education.…”

Section: Students' School Enjoyment Before and After The Transitionmentioning

confidence: 99%

“…Several studies (e.g. Bru, Munthe, & Thuen, 2010;Martinez et al, 2011) have also indicated that the relationship with teachers − in our study, the most crucial influencing factor for students' school enjoyment − declines over the years of schooling, as comprehensively discussed in stage-environment fit theoretical approaches (Eccles et al, 1993). Bru et al (2010) suggest that this decline can be considered as merely a time effect rather than an effect triggered by the transition; this partially contradicts Stage-Environment Fit Theory which explains the decline by the change in school context.…”

Section: Students' School Enjoyment Before and After The Transitionmentioning

confidence: 99%

See 1 more Smart Citation

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

Hagenauer¹,

Reitbauer²,

Hascher³

2018

Orbis Scholae

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Based on the theoretical perspective of self-determination, this study examined the effects of basic need fulfillment (relatedness/competence/autonomy) on students' school enjoyment before and after the transition from primary to secondary school. Furthermore, the academic and social impact of control beliefs on the emotions triggered by the upcoming transition was tested. The sample consisted of 63 students who filled out questionnaires at different time points before (grade 4; students between the ages of 9 and 10) and after (grade 5) the primary-secondary transition . The results highlight the importance of a positive teacher-student relationship as well as positive relationships amongst the students themselves for students' school enjoyment before and after the transition. In terms of the emotions evoked by the upcoming transition, the results reveal that students with higher academic self-concept experienced more positive emotions than students with lower academic self-concept. From these findings, it can be concluded that positive relationships and the belief in one's own academic capabilities can contribute to the likelihood of experiencing the transition to secondary school as an event accompanied by positive emotions such as joy and excitement rather than a stressful or threatening life-event .

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Section: Students' School Enjoyment Before and After The Transitionmentioning

confidence: 99%

Section: Students' School Enjoyment Before and After The Transitionmentioning

confidence: 99%

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

Hagenauer¹,

Reitbauer²,

Hascher³

2018

Orbis Scholae

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show abstract

“…El mayor número de docentes condiciona, sin duda, las relaciones entre docentes y discentes y tiene una notable influencia en la motivación de los jóvenes y en el clima de aprendizaje (Bru, Stornes, Munthe, y Thuen, 2010;Monarca y Rincón, 2010). Estos sentimientos van, en muchas ocasiones, acompañados de añoranza por lo que han vivido en la educación primaria, por fuertes sentimientos de apego a la escuela (Ruiz, Castro y León, 2010) y por una percepción menor del apoyo que reciben de los docentes de educación secundaria (Bru, Stornes, Munthe y Thuen, 2010).…”

Section: Discussionunclassified

“…Esta cuestión es particularmente importante si tenemos en cuenta que hasta el momento, en España, las investigaciones sobre la transición entre estas etapas no se han centrado en los colectivos que tienen más dificultades para finalizar la educación obligatoria con éxito, como tampoco es habitual adoptar un punto de vista centrado en el relato de los estudiantes. Ambas perspectivas de análisis están ampliamente desarrolladas en el ámbito internacional (véase, por ejemplo, Bloyce y Fredeerickson, 2012;Brewin y Statham, 2011;Bru, Stornes, Munthe y Thuen, 2010;Jindal-Snape, 2010).…”

Section: Objetivosunclassified

Barreras y Ayudas Percibidas por los Estudiantes en la Transición entre la Educación Primaria y Secundaria

Salvador

Cayón

2015

reice

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El artículo presenta una investigación cualitativa basada en entrevistas y dirigida a conocer cómo se está produciendo la transición de la educación primaria a la secundaria en un grupo de estudiantes del Programa de Apoyo y Refuerzo Escolar (PROA) en un Instituto de Educación Secundaria de Cantabria (España). Los resultados muestran que los testimonios del alumnado ayudan a comprender qué variables escolares pueden estar funcionando como barreras o como ayudas en el proceso de enseñanza y aprendizaje, analizándose cuestiones como las normas, relaciones, metodología de aula, evaluación y acción tutorial. Las conclusiones muestran que conocer la realidad educativa de la mano de los jóvenes podría ayudar a esta comunidad escolar a pensar qué cambios se deberían acometer con el objetivo de conseguir el éxito escolar para todo el alumnado, en la línea de lo que se ha considerado una de las grandes finalidades de este programa de refuerzo educativo.Descriptores: Educación primaria, Desempeño, Investigación cualitativa, Participación del alumnado, Mejora educativa. This paper presents a qualitative methodology based on interviews research and aimed at finding out how the transition from primary to secondary education is taking place in a group of students from the School Reinforcement and Support Programme (PROA) in a secondary school in Cantabria (Spain). The results shows how the testimonies of students contribute to an understanding of whether factors are serving as barriers or aids in the teaching and learning process, analyzing matters such as classroom rules, relationships, teaching methodology, evaluation and the role of tutorials. The findings show that understanding the educational reality of young people first hand could help this school community think about what changes should take place with the aim of achieving educational success for all students, in line with what has been considered one of the main goals of this educational reinforcement programed.

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“…The schools' economic situation is one reason mentioned. Other explanations may be related to the teachers' working situation; because marks or grades are introduced at the secondary school level, the teachers must spend more time on formal evaluation (Bru et al 2010), and consequently may put a lower priority on participating in the courses. Furthermore, the teachers may not consider HL as a grave disability.…”

Section: The Importance Of Positive Attitudesmentioning

confidence: 99%

Teachers' use of assistive listening devices in inclusive schools

Rekkedal

2013

Scandinavian Journal of Disability Research

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The objective of this study is to examine factors that can explain teachers' use of assistive listening devices in inclusive schools for pupils with hearing loss (HL). Assistive listening devices, such as teacher-microphones and pupil-microphones, can ensure an enhanced listening environment for such pupils and thus induce a higher level of participation in the teaching. The study included 167 teachers of pupils with HL in fifth through tenth grades. The analyses indicated that factors related to the teachers, pupils, parents and technology influenced the teachers' use of microphones. Teachers with positive attitudes toward the microphones tend to integrate them regularly in classroom communications compared with teachers who are negatively inclined. Frequent use of the microphones also occurred if pupils had severe HL. Furthermore, parents who tend to be highly involved in the children's school performance indirectly affected the teachers' microphone use. Additionally, frequent use of pupil-microphones seems to be dependent of the number of microphones; a high-density of microphones promoted their use.

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Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School

Cited by 78 publications

References 38 publications

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

“It’s cool but challenging” The Relevance of Basic Need Fulfillment for Students’ School Enjoyment and Emotional Experiences at the Transition from Primary to Secondary Education

Barreras y Ayudas Percibidas por los Estudiantes en la Transición entre la Educación Primaria y Secundaria

Teachers' use of assistive listening devices in inclusive schools

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