Students’ views of environments for learning from the primary to the secondary school

Pointon, Pam

doi:10.1016/s0883-0355(00)00023-9

Cited by 19 publications

(12 citation statements)

References 6 publications

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“…This more negative picture of the transition experience is consistent with several qualitative studies which stress the 'critical' nature of change for young people's identity and well-being (Measor and Woods 1984;Lahelma and Gordon 1997;Pointon 2000;Jackson and Warin 2000;Tobbell 2003;Pratt and George 2005;Muldoon 2005). These researchers draw attention to aspects of the secondary school system (e.g.…”

Section: Previous Researchsupporting

confidence: 86%

Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment

West

Sweeting

Young

2008

Research Papers in Education

232

255

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The importance of school transitions for pupil adjustment, particularly their impact on later well-being and attainment, remains contested. This paper draws on data from a longitudinal, school-based study of over 2000 Scottish pupils, first surveyed in 135 primary schools (age 11) in 1994, and followed up in 43 secondary schools (age 13 and 15) and again after leaving school (age 18/19) in 2002/3. The length of follow-up makes this study unique in transition research.After a year in secondary school (age 13), the majority recalled having had difficulties of adjustment to both school and peer social systems at the beginning of secondary education. While the primary (but not secondary) school played a small part in accounting for different transition experiences, controlling for a wide range of sociodemographic and other factors, personal characteristics were much more important. Respondents of lower ability and lower self-esteem experienced poorer school transitions; those who were anxious, less prepared for secondary school and had experienced victimisation, poorer peer transitions. Further analysis of the impact of school and peer transitions on well-being and attainment revealed that each had specific independent effects both within and beyond secondary education. At age 15, a poorer school transition predicted higher levels of depression and lower attainment; a poorer peer transition, lower self-esteem, more depression and lower levels of anti-social behaviour. Although reduced in size, similar results extended to outcomes at age 18/19. These effects bear comparison with those associated with gender and school disengagement, clearly demonstrating the importance of successful transition for later well-being and attainment.

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Section: Previous Researchsupporting

confidence: 86%

Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment

West

Sweeting

Young

2008

Research Papers in Education

232

255

View full text Add to dashboard Cite

show abstract

“…In postelementary schools, research has found that the use of social comparison increases, whereas students feel they have less autonomy and fewer chances for input in their classes. Furthermore, students report that teachers do not take the time to explain why academic material is important (Feldlaufer et al, 1988), and learning has also been seen as more teacher controlled with less student input (Pointon, 2000).…”

mentioning

confidence: 99%

Perceptions of People and Place

Booth

Sheehan

2008

Journal of Adolescent Research

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This article investigates the impact of different school models (middle school, K-8, and the UK secondary) on young adolescents' perceptions of their school climates. In particular, it analyzes the importance of people and place in the positive and negative attitudes that middle-level students develop about their schools. Based on mixed-method longitudinal research conducted during the 2004-2005 academic year, the study finds that 11- to 12-year-old students' happiness in school is most influenced by their peers, followed by the relationship with teachers. The study also reveals negative implications for students in large, crowded, control-oriented middle schools. On the other hand, it also reveals how larger secondary schools (found in the United Kingdom) include programmatic qualities to promote young adolescents' comfort level in large schools. Effective transition programs in particular can mitigate the negative qualities of large, urban, low socioeconomic status school settings by assisting with student comfort and lessening the feeling of anonymity.

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“…Research into underachievement has highlighted boys' restlessness when confined for long periods in one space. As pointed out by Gordon & Lahelma (1996), cited in Pointon (2000) "Boys in secondary schools ….try to, so it seems, decrease their immobility and increase their limited space by rocking their chairs, tapping their pencils, shifting and tapping the floor………. Girls, however, tend to sit more quietly" (Pointon 2000, p. 378).…”

Section: Transition To Secondary Schoolsmentioning

confidence: 99%

International Education Studies Vol.1, No.1, February 2008

IES¹

2008

IES

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The advent of a continuous innovation and improvement, particularly in respect of information and communications technology has had a huge impact on the quality of life and in education delivery is an open secret. The benefits from exploiting ICT in education are ernomous but there are abuses that have tarnished its use in education. The excellence ICT is attributed with has been put to the sword and will stretch this innovation to develop tools for redressing these predicaments. ICT is with us from the cradle to the grave. This research reviewed published information and confirmed the overwhelming importance of information technology in marketing education. ICT has revolutionalised learning by enabling easy access to information through online materials and learning has become more convenient as students can combine work and online learning to good effect. However, academics and students have found it easier to access materials and often fail to acknowledge the source thus distorting the originality of the source. Where the systems for guarding against plagiarism are not thorough there is widespread abuse of the learning process. The paper recommends stringent systems for checking against plagiarism and that work submitted should be current if not live so as to avoid students duplicating work from elsewhere and appropriate punishment meted. At the same time there is software for detecting cheating in education which has gone some way in detecting the culprits and that had had a significant effect in reducing the proliferation of education malpractices.

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Students’ views of environments for learning from the primary to the secondary school

Cited by 19 publications

References 6 publications

Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment

Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment

Perceptions of People and Place

International Education Studies Vol.1, No.1, February 2008

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