| References: | Birch S H & Ladd G W (1997) The Teacher – Child Relationship and Children’s Early School Adjustment, Journal of School Psychology, pp35(1) 61-79 Bordieu P (1988) Homo Academicus, Cambridge: Polity Press. Bourcet C (1998) Self-evaluation and school adaptation in adolescence European Journal of Psychology Education XIII 4 pp515-527 Bronfenbrenner U (1999) Environments in developmental perspective: theoretical and operational models in Friedman S L & Wachs T D (eds) (1999) Measuring Environment Across the Life Span, APA, Washington DC Brown G, Springett N & Szulecka K (1986) Transition and the experience of university: some students’ views, Bulletin of Educational Development and Research, 32 pp22-25. Burchinal M R, Peisner-Feinberg E, Pianta R & Howes C (2002) Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories, Journal of School Psychology, 40(5) pp415-436 Cassidy C & Trew K (2001) Assessing identity change: a longitudinal study of the transition from school to college, Group Processes and Intergroup Relations, 4 (1) pp49-60. Comber C & Galton M (2002) Moving up to Big School in Hargreaves L & Galton M (2002) Transfer from the primary classroom 20 years on, London: Routledge Farmer Dockett S & Perry B (2002) Who’s Ready for What? Young Children Starting School, Contemporary Issues in Early Childhood 3(1), pp67-89 Dockett S & Perry B (2004) What makes a successful transition to school? Views of Australian parents and teachers, International Journal of Early Years Education 12(3) pp217-230 Doyle L & Herrington N (1998) Bridging the gap: a case study of curriculum continuity at Key stage 2/Key stage 3 transfer, Management in Education Eckert, P. (1994). Entering the heterosexual marketplace: Identities of subordination as a developmental imperative. Working Papers on Learning and Identity No 2. Palo Alto, CA: Institute for Research on Learning. Fabian H (2000) Small Steps to Starting School, International Journal of Early Years Education, 8(2) pp141-152 Galton M & Pell T (2002) Teaching in Transfer Schools in Hargreaves L & Galton M (2002) Transfer from the primary classroom 20 years on, London: Routledge Farmer Haggis T & Pouget M (2002) Trying to be motivated: perspectives on learning from younger students accessing higher education, Teaching in Higher Education, 7 (3) pp323-336. Haug F (1998) Questions concerning methods in feminist research in Burman E (ed) (1998) Deconstructing Feminist Psychology, London:Sage Hirsch B J & Rapkin B D (1987) The transition to junior high school: a longitudinal study of self-esteem, psychological symptomatology, school life and social support, Child Development 58 (1) pp235-1243 Huggins M & Knight P (1997) Curriculum continuity and transfer from primary to secondary school: the case of history, Educational Studies, 23 (3) pp333-348 Koenig L & Gladstone T R (1998) Pubertal Development and School Transition, Behaviour Modification, 22(3) pp335-357 La Paro K, Pianta R & Cox M (2000) Kindergarten Teachers’ Reported use of Kindergarten to First Grade Transition Practices, The Elementary School Journal, 101(1) pp63-78 Lave J & Wenger E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge:CUP Lucas S (1990) Open College and the transition to university, Journal of Access Studies, 5 (1) pp35-46. Macaro E & Wingate U (2004) From sixth form to university: motivation and transition among high achieving state-school language students, Oxford Review of Education, 30 (4) pp467-488. Naughton P (1997) Time for change a study of primary to second level schooling transition, Post-Graduate Research Papers, pp312-326 Paetcher C (2003) Learning masculinities and femininities: power/knowledge and legitimate peripheral participation, Women’s Studies International Forum 26(6) pp541-522 Podmore V N, Sauvao, L M & Mapa L (2003) Sociocultural perspectives on transition to school from Pacific Islands Early Childhood Centres, International Journal of Early Years Education, 11(1) pp33-42 Pointon P (2000) Students’ views of environments for learning from the primary to the secondary school, International Journal of Educational Research, 33, pp375-382 Ramsay E (2004) Blurring the boundaries and re-thinking the categories: Implications of enabling education for the mainstream post-compulsory sector, Australian Journal of Adult Learning, 44 (3) pp273-305. Reay D (2002) Class, authenticity and the transition to higher education for mature students, Sociological Review, 50 (3) pp398-418. Rhodes C, Bill K, Biscomb K, Nevill A & Bruneau S (2002) Widening participation in Higher Education: Support at the further education/higher education interface and its impact on the transition and progression of advanced GNVQ students – a research report, Journal of Vocational Education and Training, 54 (1) pp133-145. Sayer A (1998) Abstraction: A realist interpretation in Archer M, Bhaskar R, Collier A, Lawson T & Norrie A (eds) (1998) Critical Realism, Essential Readings, London:Routledge Simmons R G, Burgeson R, Carlton-Ford S & Blyth D A (1987) The impact of cumulative change in early adolescence, Child Development, 54 pp 1220-1234 Thomas L (2002) Student retention in higher education: the role of institutional habitus, Journal of Education Policy, 17 (4) pp423-442. Tinto V (1975) Dropout from higher education: a theoretical synthesis of recent research, Review of Educational Research, 45 pp89-125. Tobbell J (2003) Students’ Experiences of Transition from Primary to Secondary School, Journal of Educational and Child Psychology, 20(4) pp4-14 Tobbell J (2005) Transition from primary to secondary school: communities, practice and participation, unpublished PhD thesis Walker L, Matthew B & Black F (2004) Widening access and student non-completion: an inevitable link? Evaluating the effects of the Top-Up Programme on student completion, International Journal of Lifelong Education, 23 (1) pp43-59. Wenger E (1998) Communities of Practice, Cambridge:CUP Williams M & Jephcote M (1993) Continuities and Discontinuities in economic and industrial understanding between the primary and secondary phases, School Organisation 13(1) pp61-71 |