Voices of transition: sharing experiences from the primary school

Packer, Rhiannon; Thomas, Amanda; Jones, Catherine; Watkins, Philippa

doi:10.1080/03004279.2020.1805487

Cited by 6 publications

(6 citation statements)

References 45 publications

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“…These influences and how they interact with each other is essential to understand transition and its effects upon a person. This in turn supports the development of communities of practice (Lave and Wenger 1991;Wenger 1998) in providing a framework for thinking about learning in its social dimensions and the empowerment of those involved to develop a cohesive approach (Packer et al 2020). Bronfenbrenner's (1979) Ecological model helps explore the roles and influences of all stakeholders on the learner's journey.…”

Section: Methodology and Methodsmentioning

confidence: 57%

“…Research into transition in education has mainly focused upon the impact the experience has upon learners, concentrating upon experiences of formal schooling (Davis, Ravenscroft, and Bizas 2015;Ecclestone 2008;Galton and McLellan 2018;Packer et al 2020;Perry and Dockett 2011;Sutherland et al 2010;Symonds 2015;Topping 2011) or transition into higher education (Bradley 2012;Brooman and Darwent 2013;Gale and Parker 2012). Indeed, as Gale and Parker (2012) note, much of the research on transition concentrates on children and young people.…”

Section: Literature Reviewmentioning

confidence: 99%

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Transitions to further education: listening to voices of experience

Packer

Thomas

2021

Research in Post-Compulsory Education

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Transition has an impact upon the emotional and social development of the individual as well as academically. This paper argues that transition is not a one-off event but is an ongoing process that is repeated over time. In entering further education (FE) the impact of transition in the move from formal schooling to post-compulsory education is no less daunting. Emerging independence and exploration of self-identity are fundamental in adulthood; however, individuals often need guidance and support during this process. Using an interpretive methodology, the voices of key stakeholders in the transition to FE were sought and recorded to explore and inform good practice. Data was collected using online and paper questionnaires, interviews and focus groups. Findings concluded the value of active and supportive relationships between learners and practitioners and between learners and their peers during the transition process. Nurturing effective practitioner-learner relationships, with opportunities to visit the setting promoted increased engagement by learners and facilitated learner identification with the learning environment, thus ensuring smooth transition.

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Section: Methodology and Methodsmentioning

confidence: 57%

Section: Literature Reviewmentioning

confidence: 99%

Transitions to further education: listening to voices of experience

Packer

Thomas

2021

Research in Post-Compulsory Education

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“…This allows practitioners involved in the transition process from both school and FE settings to work collaboratively in facilitating the transition process. Working in this way enables a framework of thinking about transition within social dimensions and the empowerment of those involved to develop a cohesive approach (Packer et al, 2020). Recent reforms to ALN in Wales have brought together a new statutory support system for young people aged 0 to 25 years with the aim of ensuring greater continuity and consistency in provision (Knight & Crick, 2021), drawing on person-centred approaches and increasing collaboration between settings.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A primary focus of research on educational transition has been the impact on learners, particularly those in compulsory education (Davis et al, 2015; Ecclestone, 2008; Galton & McLellan, 2018; Packer et al, 2020; Perry & Dockett, 2011; Sutherland et al, 2010; Symonds, 2015; Topping, 2011) and higher education (Bradley, 2012; Brooman & Darwent, 2013; Coertjens et al, 2017; Gale & Parker, 2012), with very little exploration of transition experiences into post‐16 settings such as FE institutions and sixth form colleges. There is a gap in the literature about transition from several perspectives.…”

Section: Introductionmentioning

confidence: 99%

‘Be prepared and give it a go!’ Transitions into further education for learners with additional learning needs

Packer¹,

Abbinett²,

Morris³

2022

British J Special Edu

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Transitions in education are known to have an impact on learners both in social and emotional terms as well as academically. This article argues that transition experiences should be regarded as an on-going process rather than a one-off event. The move from compulsory education at the age of 16 can have a significant impact on engagement and retention, particularly for learners with additional learning needs (ALN), yet this is an underexplored area. While the transition from compulsory education to a further education (FE) setting brings increased independence, new opportunities and the emergence of adulthood, it can also be a time of trepidation and uncertainty for all learners, including those with ALN. Using an interpretive methodology, the voices of key stakeholders in the transition to FE from one setting were recorded to explore and inform good practice. Data were gathered using online questionnaires, interviews and focus groups. Findings ascertained the value of nurturing effective practitioner-learner relationships in preparation for transition, the importance of developing peer support networks and the provision of a central, safe space that is accessible to learners with ALN at all times.

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“…Considering the framework offered by Galton et al (1999) [10], it is clear that there are three areas that require attention if all students are to be successfully supported as they transition from primary to secondary level education: social adjustment, institutional adjustment, and curriculum interest and continuity [8]. It is also clear that practitioners are agents of change in this context [29] and that school professionals should shape this CPD and the form it should take [30]. Informed by the framework put forward by Galton et al (1999) [10], this paper focuses on the perspectives of postprimary teachers as the primary facilitators of student transition with a view to advancing our understating of the complex challenges faced in Irish second-level settings such as DEIS schools [31] and how providers of continuing teacher education in Ireland might respond.…”

Section: Challenges Associated With Curriculum Interest and Continuitymentioning

confidence: 99%

Supporting the Transition from Primary to Postprimary Education in 2021: Perspectives from Irish Postprimary Practitioners

O’Connor

Flynn

2021

Education Sciences

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The transition from primary to postprimary education is a significant milestone in children’s education and can be characterised by the multiple challenges that they experience, specifically the move from childhood to adolescence, from one institutional context to another, and from established social groups into new social relations. This research employs a theoretical framework that describes this transition from the perspective of secondary school inservice practitioners as they aim to help students to make a successful transition. An incremental, sequential mixed-methods data collection strategy took the form of an exploratory survey followed by qualitative semistructured interviews. Current transition practices in the context of the challenges presented in Irish secondary schools are reported on in five key areas: administration, social and emotional supports, curriculum support, pedagogical support, and management/autonomy of learning. The findings of this research also highlight a need to reflect on the purpose and timing of current practices, along with calls for continuing professional development programmes to be developed that specifically target the challenges faced by Irish inservice teaching practitioners. It is hoped that this paper will spark discourse relating to the development of transitional supports for students and associated training for those who are best placed to provide those supports.

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Voices of transition: sharing experiences from the primary school

Cited by 6 publications

References 45 publications

Transitions to further education: listening to voices of experience

Transitions to further education: listening to voices of experience

‘Be prepared and give it a go!’ Transitions into further education for learners with additional learning needs

Supporting the Transition from Primary to Postprimary Education in 2021: Perspectives from Irish Postprimary Practitioners

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