Dempsey, Majella (2001) The Student Voice in the Transition Year Programme A school based case study. Masters thesis, National University of Ireland Maynooth.

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Abstract

I f Transition Year were a film, I would describe it as an action-comedy. There were plenty o f laughs and even more o f the other. Throughout the year, spirits were constantly high and there was always an air o f enthusiasm and excitement bubbling to the surface.... It was a brilliant experience but it was about so much more than school It was about getting to know each other, meeting people and gaining confidence.... And so, the fin a l scene oj our action- comedy is upon us and I think I echo everyone’s thoughts when Isay that the final day o f this school year will be a sad one, as it will represent the conclusion ofone o f the best years o f our lives. For it has given us the greatest gift o f all, and that is the power to believe in ourselves and the fa c t that i f we try hard enough and believe strong enough we can make it. (Transition Year Student Diary, May 2001) What follows are the results of a case study on the impact of the Transition Year programme. The key actors in this action-comedy are consulted in order to gain an insight into the factors contributing to the success of this course. Students transported the researcher into their world via their diaries. This view from within was then used to probe for a better understanding o f their experience. On analysis, the positive impact of the programme was highlighted. The student’s perceptions may provide teachers with a more accurate and relative understanding o f what the students perceive they are experiencing in the course. This information may assist teachers in providing more student-centred approaches that develop from known student perceptions.

Item Type:	Thesis (Masters)
Keywords:	Student Voice; Transition Year;
Academic Unit:	Faculty of Social Sciences > Education
Item ID:	5065
Depositing User:	IR eTheses
Date Deposited:	27 Jun 2014 14:52
URI:
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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