ABSTRACT

Across countries, the age and timing of when children navigate school transition varies, as does provision of support during this challenging time. These two factors can heavily shape young people’s adjustment, yet to date there is minimal research which has investigated how this period is navigated in different cultures. The aim of the present exploratory-explanatory case study was to explore how educational transitions are managed and supported within the US, with a view to apply the lessons learnt to the UK context. Parents in the US have more choice regarding the age and timing of when children transfer schools, and so the research examined differences in transition preparations and experiences by children’s age, and whether they are in a two or three-tier school system. To do this, data collection methodologies included ethnographic classroom observations, student focus groups and staff and parent interviews, which were analysed using Thematic Analysis. Findings demonstrated that the earlier the transition, especially between the ages of 11 and 12, the harder it was perceived to be, and stakeholders had differing attitudes as to whether two transitions are better than one. It was concluded that while the present study has made preliminary progress in exploring the significance of transfer timing on students’ adjustment, further longitudinal and intervention comparative research is needed using wider cross-cultural samples.

摘要

在不同的国家，儿童适应学校过渡的年龄和时间各不相同，在这个充满挑战的时期提供支持也是如此。这两个因素可以在很大程度上影响年轻人的适应，但迄今为止，很少有研究调查过这一时期如何在不同文化中度过。本探索性-解释性案例研究的目的是探讨在美国如何管理和支持教育转型，以期将学到的经验教训应用于英国的背景。美国的父母在孩子转学的年龄和时间方面有更多的选择，因此该研究调查了孩子在转学准备和经历方面的差异，以及他们是否在两级或三级学校系统中。去做这个，数据收集方法包括人种学课堂观察、学生焦点小组以及教职员工和家长访谈，并使用主题分析进行分析。调查结果表明，过渡越早，尤其是在 11 岁和 12 岁之间，人们就会认为过渡越困难，而且利益相关者对于两种过渡是否优于一种过渡持有不同的态度。结论是，虽然本研究在探索转学时间对学生适应的意义方面取得了初步进展，但还需要使用更广泛的跨文化样本进行进一步的纵向和干预比较研究。尤其是在 11 到 12 岁之间，人们认为这更难，而且利益相关者对于两种过渡是否比一种更好有不同的态度。结论是，虽然本研究在探索转学时间对学生适应的意义方面取得了初步进展，但还需要使用更广泛的跨文化样本进行进一步的纵向和干预比较研究。尤其是在 11 到 12 岁之间，人们认为这更难，而且利益相关者对于两种过渡是否比一种更好有不同的态度。结论是，虽然本研究在探索转学时间对学生适应的意义方面取得了初步进展，但还需要使用更广泛的跨文化样本进行进一步的纵向和干预比较研究。