The Transition from Primary to Secondary Education: Meritocracy and Ethnicity

Driessen, G.; Sleegers, P.J.C.; Smit, Frank

doi:10.1093/esr/jcn018

Cited by 44 publications

(83 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In grade 6, students take a final CITO test that weighs heavily in determining the track to which students will be referred (Driessen et al 2008). This test can be considered high stakes because students' educational futures are largely dependent on the outcomes of these tests and outcomes weigh heavily in how the inspectorate judges quality of schools.…”

Section: Methods Participantsmentioning

confidence: 99%

Motivational teacher strategies: the role of beliefs and contextual factors

Hornstra

Mansfield

Veen³

et al. 2015

Learning Environ Res

View full text Add to dashboard Cite

Teachers are key actors who shape the learning environment and whose main tasks include motivating students to learn. Teachers can differ in the way in which they try to motivate students to learn and their motivational strategies can vary from autonomysupportive to controlling. The present study explored how teachers' personal beliefs and contextual factors relate to their self-reported autonomy-supportive or controlling motivational strategies. Nine grade six teachers at schools with varying student populations were interviewed. Based on their self-reported motivational strategies, two clusters of teachers were distinguished: teachers who mainly reported autonomy-supportive strategies and teachers who mainly reported controlling motivational strategies. The strategies of autonomy-supportive teachers aligned well with their personal beliefs and preferences, whereas some teachers in the controlling cluster would prefer more autonomy-supportive strategies. Underlying reasons for more controlling teaching strategies were mainly contextual, including 'factors from above' such as national standards or high-stakes testing, but mainly 'factors from below' referring to negative perceptions of students' abilities, behaviour, background characteristics or motivation. Implications are drawn and suggestions for further research are provided.

show abstract

Section: Methods Participantsmentioning

confidence: 99%

Motivational teacher strategies: the role of beliefs and contextual factors

Hornstra

Mansfield

Veen³

et al. 2015

Learning Environ Res

View full text Add to dashboard Cite

show abstract

“…In making this decision, three parties with desires or preferences are involved: the children, their parents and the teachers. The choice for a secondary school is determined by cognitive competences (performance, and test results), non-cognitive factors (attitudes, motivation, and interests) and the teacher's judgments (Driessen et al 2008).…”

Section: Preparing For a Successful Transition And Supportmentioning

confidence: 99%

Facilitating a Successful Transition to Secondary School: (How) Does it Work? A Systematic Literature Review

et al. 2017

View full text Add to dashboard Cite

“…In the Netherlands, 54% of children in group 8 go to preparatory secondary vocational education (i.e. 'VMBO') (Driessen, Sleegers, and Smit 2008;OECD 2006) (see Figure 1). Dutch children with a migrant minority background or low socio-economic status (SES) are often overrepresented in pre-vocational secondary education (Crul, Schneider, and Lelie 2013).…”

Section: The Dutch Education Systemmentioning

confidence: 99%

Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

Rodrigues

Meeuwisse

Notten

et al. 2018

Educational Research

View full text Add to dashboard Cite

Background:The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important 'actors' (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as 'HAVO' or 'VWO') and those who were preparing to follow a vocational pathway (i.e. the track known as 'VMBO') in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants' perceptions of the roles of three actors -namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.

show abstract

The Transition from Primary to Secondary Education: Meritocracy and Ethnicity

Cited by 44 publications

References 10 publications

Motivational teacher strategies: the role of beliefs and contextual factors

Motivational teacher strategies: the role of beliefs and contextual factors

Facilitating a Successful Transition to Secondary School: (How) Does it Work? A Systematic Literature Review

Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

Contact Info

Product

Resources

About