The social transition of behaviourally disordered students from year 8 to year 9 : research project.

Type of content
Theses / Dissertations
Publisher's DOI/URI
Thesis discipline
Education
Degree name
Master of Teaching and Learning
Publisher
University of Canterbury. School of Educational Studies and Human Development
Journal Title
Journal ISSN
Volume Title
Language
Date
2005
Authors
Hutchings, Andrea
Abstract

Transition to high school occurs for most students in New Zealand. In transition students face new experiences and their ability to cope is dependent on their personal skills as well as the preparation they receive from their primary/intermediate teachers. The students who are behaviourally disordered already experience difficulties in primary/intermediate school and their teachers suggest that they will not cope at high school (Hawk & Hill, 2000). Three primary/intermediate teachers and a high school Dean were interviewed to determine how Year 8 teachers prepare behaviourally disordered students for social transition to high school. The findings show that there is no consistent approach used and the strategies employed are dependent on the experience of the teacher as well as his/her personal philosophy along with his/her school's philosophy. The teachers and the Dean suggest that some strategies used enhance the opportunities for pro-social interaction and others inhibit it. They also suggest that the transition process used does not allow time for dialogue between the sectors, which McGee (1987), MOE (2004) and Sutton (2000) suggest would be appropriate for the behaviourally disordered students entering high school.

Description
Citation
Keywords
Ngā upoko tukutuku/Māori subject headings
ANZSRC fields of research
Rights
Copyright Andrea Hutchings