Transfer and transition in English schools: reviewing the evidence

Galton, Maurice; Morrison, Ian; Pell, Tony

doi:10.1016/s0883-0355(00)00021-5

Cited by 86 publications

(92 citation statements)

References 14 publications

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“…Such variation could provide a 'resource' for students to contrast student-centred learning conditions in some classes with more didactic approaches in others. Similarly, the documented difference in teaching approaches between primary and secondary levels (Galton, Morrison and Pell 2000) could provide a further resource to critique secondary school classes centred on preparation for examinations.…”

Section: Social Reproduction and High Stakes Testsmentioning

confidence: 99%

High stakes testing and student perspectives on teaching and learning in the Republic of Ireland

Smyth

Banks

2012

Educ Asse Eval Acc

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There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing 'good teaching'.3

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Section: Social Reproduction and High Stakes Testsmentioning

confidence: 99%

High stakes testing and student perspectives on teaching and learning in the Republic of Ireland

Smyth

Banks

2012

Educ Asse Eval Acc

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“…Sin embargo, este tránsito no es siempre sencillo, pues como se ha señalado en diferentes investigaciones el paso de la educación primaria a la secundaria suele venir acompañado de un conjunto de dificultades (académicas, psicológicas, sociales, etc.) que pueden funcionar como barreras para el aprendizaje y éstas, a su vez, como iniciadoras de un itinerario de fracaso y/o abandono escolar (Abrantes, 2009;Antúnez, 2005;Gairín, 2005;Galton, Morrison y Pell, 2000;Jindal-Snape, 2010;Monarca y Rincón, 2010;Monarca, Rappoport y Sandoval, 2013).…”

Section: Fundamentación Teóricaunclassified

“…A pesar de los positivos efectos que estas iniciativas tienen, su desarrollo encuentra impedimentos para lograr una positiva transición entre etapas educativas entre los estudiantes que tienen más dificultades en la escuela (Abrantes, 2009;Galton, Morrison y Pell, 2000;Martínez Domínguez, 2012;Rossano, 2006). Cuestiones como la existencia de dos culturas profesionales muy diferenciadas en estas etapas (la de primaria "centrada en el alumno" o en el "orden expresivo" y la de secundaria "centrada en la materia" o en el "orden instrumental"), la falta de tiempo, el gran número de docentes implicados, la carencia de una verdadera cultura de colaboración en los centros y de éstos con su comunidad, etc.…”

Section: Fundamentación Teóricaunclassified

“…Esto es particularmente importante si tenemos en cuenta que los jóvenes que tienen más riesgo de fracaso en los cambios de etapa son aquellos que tienen menos confianza, una disposición académica más baja y que experimentan problemas en las relaciones con otros jóvenes y con los docentes. En muchas ocasiones, estas situaciones se producen debido al origen social y cultural de los estudiantes (Galton, Morrison y Pell, 2000).…”

Section: Conclusiones Y Prospectivaunclassified

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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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“…Insights can also be gained from other types of transition studies, for example, family empowerment in transitioning (Davey Zeece & Wang, 1998), the transition to parenthood (Cowan & Cowan, 1995), the coping strategies of children and adults in the transitions caused by divorce (Fthenakis, 1998), work-family border theory (Campbell Clark, 2000), transitions as rites of passage (van Gennep, 1960), transitions without school (Fortune-Wood, 2002) and the lack of progress and variations in teaching approach at the elementary-secondary transition (Galton, Morrison & Pell, 2000). All these help to put the case of nursery-elementary transition in context and to emphasise the importance of supporting successful early educational transitions as a contribution to life-long strategies for meeting and dealing with change in ways which are positively beneficial.…”

Section: Associated Transition Approachesmentioning

confidence: 99%

Education for All Global Monitoring Report

2014

Encyclopedia of Quality of Life and Well-Being Research

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Transfer and transition in English schools: reviewing the evidence

Cited by 86 publications

References 14 publications

High stakes testing and student perspectives on teaching and learning in the Republic of Ireland

High stakes testing and student perspectives on teaching and learning in the Republic of Ireland

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

Education for All Global Monitoring Report

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