Lynch, Kathleen
(2000)
Strategies for Transition
From Primary to Post-Primary.
Masters thesis, National University of Ireland Maynooth.
Abstract
The origin of the researcher’s work on this theme began with her experience of
teaching senior primary school pupils and observing the difficulties that can
exist in the transferring of these pupils to post-primary school. This research
project aims to propose workable strategies to ease the transfer process and
to make the transition a more positive experience for the students.
Having encountered negative tones of fear and concern from sixth class pupils,
much apprehension about their making the change and, in many cases, pupils
exploring the feasibility of repeating the final year in primary school rather than
transfer, the researcher undertook to explore the topic of transition further. A
variety of research instruments were employed and these include:
(a) Survey among students prior to and after entry to post-primary school,
looking at their fears, concerns and hopes and examining their settlingin
patterns.
(b) Survey among the principals of the schools to which the pupils
transferred and looking at practices in existence for the induction of
pupils.
(c) Interviewing teachers in primary and post-primary schools surveyed,
about their feelings on transfer.
(d) Comments from parents in schools surveyed as to how they perceive
the transition process.
It is proposed to plan an improved transfer programme in the light of responses
received. Recommendations are made to ease the transfer for the pupils and
to work towards the children being more prepared and consequently more
content upon their arrival in post-primary school.
| Item Type: |
Thesis
(Masters)
|
| Keywords: |
Transition;
Primary; Post-Primary; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
5154 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
11 Jul 2014 08:31 |
| 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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