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ERIC Number: EJ781893
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0256-2928
Transition Club: Facilitating Learning, Participation and Psychological Adjustment during the Transition to Secondary School
Humphrey, Neil; Ainscow, Mel
European Journal of Psychology of Education, v21 n3 p319-331 2006
The transition from the primary to secondary phase of education has been highlighted as an area of concern for policy makers, educators and researchers alike in recent years. In particular, there is evidence to suggest that it is during this crucial phase of compulsory education that many pupils are at risk of becoming marginalized and disaffected--thus, it is a salient topic for consideration in the broader discourse on inclusive education. The current paper reports on the attempts of a secondary school in the north-west of England to facilitate the learning, participation and psychological adjustment of new pupils through an innovative process called Transition Club. Using participant observations, questionnaires and a focus group interview we examined the views of 38 pupils who participated in its pilot. Qualitative content analysis of our dataset indicated that Transition Club was successful in providing pupils with a sense of belonging, helping them to navigate the "maze" of secondary school, and making learning fun. There was also evidence to suggest that pupils who did not participate directly also experienced some of the benefits of the process.
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)