Sustainability of Developed Self-Regulation by Means of Formative Assessment Among Young Adolescents: A Longitudinal Study

The present study examined the long-term impact of a formative assessment intervention in primary education on the development of students’ levels of self-regulation, motivation, and self-efficacy after their transition to secondary education. Participants in the study included 695 Dutch sixth graders from 17 schools. A longitudinal design with measurements on three time points was adopted. The first part of the study, consisting of a pretest, the intervention, and posttest, was conducted during the students’ last 7 months in primary education using two experimental conditions, with peer- and self-assessment, and a control condition. A follow-up took place 10 weeks later, after the summer break and at the commencement of the participants’ secondary education. Longitudinal multilevel analyses showed that the development of self-regulation and motivation is significantly positively associated with the formative self- and peer-assessment interventions and continues after the transition to secondary education. Results are discussed with regard to theoretical and practical consequences.

Teaching methodology in students with special educational needs during their transition to secondary education

The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas. Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary school teaching methodology

Gelijke kansen voor leerlingen met lager opgeleide ouders bij de overgang naar het voortgezet onderwijs? : Onderzoek naar schoolloopbanen en perspectieven van beslissers Winnaar van de Mens & Maatschappij Masterscriptieprijs 2020

Do students with low-educated parents have similar educational opportunities as students without low-educated parents during the transition to secondary education? Study 1 matched 62 students with low-educated parents to students with the same math score in grade 7. Despite this matching procedure, similar teachers’ advice for secondary education, and scores on the Central Examination, students with low-educated parents started at lower educational levels in secondary education. Study 2 conducted semi-structured interviews with 18 decisionmakers to explain these differences. Teachers and other decisionmakers account for (lack of) support from parents and possible deviant behavior of students for placement in secondary school.

Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment

A ‘maths crisis’ has been identified in the UK, with many adults and adolescents underachieving in maths and numeracy. This poor performance is likely to develop from deficits in maths already present in childhood. Potential predictors of maths attainment trajectories throughout childhood and adolescence relate to the home environment and aspects of parenting including parent–child relationships, parental mental health, school involvement, home teaching, parental education and gendered play at home. This study examined the aforementioned factors as predictors of children's maths attainment trajectories (age 7–16) across the challenging transition to secondary education. A secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children found support for parental education qualifications, a harmonious parent–child relationship and school involvement at age 11 as substantial predictors of maths attainment trajectories across the transition to secondary education. These findings highlight the importance of parental involvement for maths attainment throughout primary and secondary education.