ERIC Number: ED441629
Record Type: Non-Journal
Publication Date: 1999-Nov
Reference Count: N/A
A Journey of Transition: From Gumly Gumly Public to Secondary School.
Three Australian students who had moved from a small rural primary school to larger secondary schools were interviewed to examine how they experienced the transition. Although the larger environment at the secondary schools was a factor, the transition was not difficult with regard to social aspects, such as making new friends. The teaching and learning situation was significantly different, however. The students' primary school was a learning community characterized by a teaching and learning partnership of pupils, staff, parents, and community working, learning, and teaching together, in a dynamic interaction. At their secondary schools, these students reported something of a regression in relationships, as they were confronted with a teacher-as-teacher context, with control as the central component, in marked contrast to their experiences in primary school. The students felt that the nature of the teacher was central to the concept of a learning community and was more important than the size of the school. Ramifications for secondary schools are that learning communities can only develop when teachers, students, administrators, and communities are involved in an interactive process, and that teachers must re-examine their teaching practices and interactions to facilitate the learning community concept. (Contains 10 references.) (TD)
Descriptors: Case Studies, Community Involvement, Educational Environment, Elementary Secondary Education, Followup Studies, Foreign Countries, Rural Schools, School Attitudes, School Culture, School Size, Secondary School Students, Student Attitudes, Student Experience, Teacher Student Relationship
For full text: http://www.swin.edu.au/aare/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia