(How) Does Information Provided by Children Affect the Transition from Primary to Secondary School?

Marlau Rens (), Wim Groot and Carla Haelermans
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Marlau Rens: Onderwijsgroep Buitengewoon
Wim Groot: Maastricht University

Child Indicators Research, 2020, vol. 13, issue 1, No 7, 105-130

Abstract: Abstract The transition from primary to secondary school comes with changes in both the social- and the school context. This study focuses on assessing the concerns, expectations and experiences of 371 Dutch children making the transition. Data have been collected during four years. Also the effect of information to the mentor at secondary school on the transition is assessed through a blinded experiment. Results show that some children are more vulnerable for a poor transition such as children at special education schools, anxious children, and to a lesser extent, girls. However the results do not show that children who informed their mentor made a better transition. The intervention only has a small effect on the social context.

Keywords: Transition primary; Secondary school; Child information; Blinded experiment; Vulnerable children; Mentor at secondary school (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:spr:chinre:v:13:y:2020:i:1:d:10.1007_s12187-019-09646-2

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DOI: 10.1007/s12187-019-09646-2

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