The Transition to Secondary Education

1970 ◽  
Vol 18 (1) ◽  
pp. 89
Author(s):  
H. M. Knox ◽  
J. D. Nisbet ◽  
N. J. Entwistle
Keyword(s):  
Secondary Education ◽  
Transition To Secondary Education

Education-related goal appraisals and self-esteem during the transition to secondary education: A longitudinal study

2010 ◽  
Vol 34 (6) ◽  
pp. 481-490 ◽  
Author(s):  
Kati Vasalampi ◽  
Katariina Salmela-Aro ◽  
Jari-Erik Nurmi
Keyword(s):  
Secondary Education ◽  
Goal Attainment ◽  
Self Esteem ◽  
Comprehensive School ◽  
The Self ◽  
Goal Progress ◽  
Goal Striving ◽  
One Year ◽  
Education Academic ◽  
Transition To Secondary Education

This study investigated whether adolescents’ appraisals of their education-related goals change during the transition from comprehensive school to postcomprehensive secondary education (academic vs. vocational track) and how such appraisals contribute to their self-esteem. Six hundred and seven 16-year-old adolescents were surveyed three times: (1) at the beginning, (2) at the end of the final spring term of comprehensive school, and (3) one year after the transition to postcomprehensive secondary education. They were asked to appraise their education-related goal in terms of intrinsic and extrinsic reasons for goal striving, goal progress, effort, and stress. The results showed that, when adolescents ended up in a mode of education that was congruent with their skills, their intrinsic reasons for goal strivings and goal progress increased. Moreover, progress towards goal attainment contributed to self-esteem, and self-esteem also predicted goal progress. Furthermore, the higher the self-esteem in comprehensive school, the lower the level of extrinsic reasons for goal striving after the transition.

scholarly journals Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs? : Onderzoek naar schoolloopbanen en perspectieven van beslissers Winnaar van de Mens & Maatschappij Masterscriptieprijs 2020

2021 ◽  
Vol 96 (1) ◽  
pp. 7-30
Author(s):  
Lisa A. Janssen ◽  
Gijs Huitsing ◽  
Ben ter Beek ◽  
Anneke C. Timmermans
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Deviant Behavior ◽  
Educational Opportunities ◽  
Structured Interviews ◽  
Educational Levels ◽  
Education Study ◽  
Matching Procedure ◽  
Low Educated ◽  
Transition To Secondary Education

Abstract Do students with low-educated parents have similar educational opportunities as students without low-educated parents during the transition to secondary education? Study 1 matched 62 students with low-educated parents to students with the same math score in grade 7. Despite this matching procedure, similar teachers’ advice for secondary education, and scores on the Central Examination, students with low-educated parents started at lower educational levels in secondary education. Study 2 conducted semi-structured interviews with 18 decisionmakers to explain these differences. Teachers and other decisionmakers account for (lack of) support from parents and possible deviant behavior of students for placement in secondary school.

scholarly journals Teaching methodology in students with special educational needs during their transition to secondary education

2021 ◽  
Vol 9 (6) ◽  
pp. 153-165
Author(s):  
Nikolaos Panopoulos ◽  
◽  
Ibukun Oluwadara Famakin ◽  
Keyword(s):  
Secondary Education ◽  
Neurodevelopmental Disorders ◽  
Reading Skills ◽  
Educational Needs ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Pedagogical Tool ◽  
Reading Support ◽  
School Teaching ◽  
Transition To Secondary Education

The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas. Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary school teaching methodology

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