scholarly journals A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions

2019 ◽  
Vol 45 (6) ◽  
pp. 1255-1278 ◽  
Author(s):  
Divya Jindal‐Snape ◽  
Dianne Cantali
Keyword(s):  
Longitudinal Study ◽  
Secondary School ◽  
Support Systems ◽  
School Transitions

Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)

2017 ◽  
Vol 5 (2) ◽  
pp. 347-357
Author(s):  
Hanne Brandt ◽  
Marina Lagemann ◽  
Sharareh Rahbari
Keyword(s):  
Longitudinal Study ◽  
Secondary School ◽  
Educational System ◽  
Secondary School Students ◽  
Contextual Factors ◽  
Russian Language ◽  
Educational Success ◽  
School Students ◽  
Developing Strategies

AbstractThe longitudinal study “Multilingual Development: A Longitudinal Perspective” (MEZ) follows two cohorts of secondary school students with monolingual German, German-Turkish and German-Russian language backgrounds over the course of three years. The project investigates language-based, personal, and contextual factors that influence students’ multilingual development and examines how multilingual skills are related to other dimensions of educational success (e.g., transition decisions and processes in the educational system). The objective of MEZ is to identify starting points for developing strategies to increase young people’s chances for educational success.

scholarly journals ‘And How Would You Describe Yourself?’ Researchers and Researched in the First Stages of a Qualitative, Longitudinal Research Project

1996 ◽  
Vol 40 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Lyn Yates ◽  
Julie McLeod
Keyword(s):  
Longitudinal Study ◽  
Secondary School ◽  
Empirical Study ◽  
Educational Research ◽  
Ethical Issues ◽  
Longitudinal Research ◽  
Methodological Issues ◽  
Research Project ◽  
Secondary Schooling

This article discusses methodological issues and some initial substantive findings from the first two years of the 12 to 18 Educational Research Project. The 12 to 18 Project is a qualitative, longitudinal study of girls and boys from the end of Year 6 and as they proceed through each year of their secondary schooling. The article discusses epistemological and ethical issues related to how and with what implications the researchers ‘construct’ the researched in this long-term empirical study. It then discusses background literature and some initial findings in the three areas with which the project is concerned: the development of gendered subjectivity in the years of secondary school; schools, inequalities, and students' changing relationship to curriculum; and students' changing thinking about their futures.

scholarly journals Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks

2021 ◽  
Vol 6 ◽  
Author(s):  
Divya Jindal-Snape ◽  
Jennifer E. Symonds ◽  
Elizabeth F. S. Hannah ◽  
William Barlow
Keyword(s):  
Secondary School ◽  
Empirical Studies ◽  
School Transitions ◽  
Policy And Practice ◽  
Theoretical Frameworks ◽  
Systematic Mapping ◽  
Theoretical Understanding ◽  
Secondary School Transition ◽  
Mapping Review ◽  
Systematic Mapping Review

There is continued interest internationally in primary-secondary school transitions. Fourteen literature reviews of primary-secondary transitions have been published over the last 20 years, however none of them have systematically analysed primary-secondary school transition ontology, i.e., researchers’ worldviews, theories/models and frameworks. This is a major gap in these reviews and the papers published in this area; this is of concern as it is difficult to trust the robustness of a study if its foundation, such as researchers’ conceptualisation of transitions, is not visible. Therefore, using the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach, we undertook a systematic mapping review, of empirical studies published internationally between 2008 and 2018. Our objectives were to explore researchers’ and research participants’ conceptualisation of transitions, the conceptual framework used by the researchers and their discourse about transitions. Of the 96 studies included in this systematic mapping review, most had not clearly defined transition, and even when conceptualisation was explicit, it did not underline the research design or frame the findings. Most researchers adopted previously used theoretical frameworks.These theoretical frameworks can be beneficial; however, as the researchers did not adapt or develop them in the context of transitions research, it limits a meta-theoretical understanding of transitions. Further, the majority did not report study participants’conceptualisation of transitions. Similarly, a large number of researchers adopted a negative discourse about primary-secondary school transitions, with some using a mixed discourse and only two papers had a primarily positive discourse. This systematic mapping review is original and significant as it is the first study to provide a review of school transitions ontology and offers unique insights into the conceptual and methodological gaps that international transitions researchers should address.

scholarly journals Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.

Neofilolog ◽  
2019 ◽  
pp. 171-182
Author(s):  
Melanie Ellis
Keyword(s):  
Longitudinal Study ◽  
Secondary School ◽  
Group Work ◽  
Large Scale ◽  
Independent Learning ◽  
Foreign Languages ◽  
Assessment Practices ◽  
Lower Secondary School ◽  
Learning And Teaching ◽  
Degree Of Confidence

Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.This paper takes data from the first part of a longitudinal study, “Learn-ing and Teaching Foreign Languages in lower secondary school”, con-ducted by the Educational Research Institute in Warsaw. The sample is large scale and representative at the level of school, which allows us to generalise to the general population with some degree of confidence. From the data several areas appear to give cause for concern. The first is organisation of work in class, where pair and group work were found to be rare. The focus of lessons would currently appear to more often em-phasize grammar, vocabulary or receptive skills than productive skills. What is tested does not always seem to reflect what is taught, which suggests that assessment practices may not be fully informed. Motivating learners and engaging them in the lesson is also reported as a cause of dissatisfaction. Teachers were found to hold mixed views regarding the importance of independent learning, which suggests more emphasis needs to be placed on the understanding of learner autonomy. This pa-per discusses each of these areas in turn, with illustrations from the data, and makes suggestions for how teacher education could be enhanced.

Sign in / Sign up

Export Citation Format

Share Document