Mapping the methodological quality of international primary-secondary transitions research literature:A systematic methodological review

This is the first systematic methodological review undertaken of international primary-secondary transitions empirical research. It sought to understand and rate the researcher/s’ congruence between their: stated philosophical perspective and methodology; conceptualisation of transitions and the methodology; theorisation of transitions and methodology; and the overall quality and rigour of the research. The literature review covered the period 2008-2021. A review of reviews ascertained that no previous studies focused on either the congruence between researcher/s’ philosophical stance nor their theorisation of transitions with research methodology. Only one review briefly noted the importance of the congruence between transitions conceptualisation and methodology. Therefore, this review is unique in its purpose and internationally significant. Five data bases were searched applying specific inclusion criteria (e.g. peer reviewed empirical papers, international, covering the period 2008-2021) resulting in 151 papers. A rigorous and systematic approach was adopted throughout all stages of the research process (searching, screening, describing and mapping and quality appraisal). 74 papers were cross-checked for quality assurance purposes. A self-developed assessment framework was used in the first phase of analysis. The next phase involved the use of the Mixed Methods Appraisal Tool was used to assess methodological quality. Findings indicate that approximately 91% of papers did not state their philosophical perspective. Two thirds of researchers did not provide their conceptualisation of transitions and 59% failed to provide their theoretical perspective. Those studies which offered their conceptualisation and theorisation of transitions were of a higher quality than those which only indicated their conceptualisation or theorisation of transitions. These findings have implications for researchers to state their conceptualisation and theorisation of transitions. Policy makers and practitioners should be aware of how they understand and action primary-secondary transitions research. As such, this paper provides a unique insight and makes an original and significant contribution to the field.<br/

Transitions into and through higher education : the lived experiences of students who identify as LGBTQ+

This study explores the lived experiences of students who identify as lesbian, gay, bisexual, trans, or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualizes transitions as complex, multiple, and multi-dimensional rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and/or gender identity play in their lives over the course of their studies and LGBTQ+ students' experiences of transitions into, and through, higher education. The study is longitudinal in design and draws on the experiences of five participants over the duration of a 3-years undergraduate course in a university in the UK. Methods used include semi-structured interviews, audio diaries and visual methods to explore participants' experiences of transitions. Data were coded and analyzed thematically. This study uniquely found that the participants experienced Multiple and Multi-dimensional Transitions during their time at university and that these transitions were largely positive in contrast to the mainly tragic narratives that are dominant within the previous literature. In addition, this is the first study to have explored the experiences of LGBTQ+ students using a longitudinal study design. As far as we are aware, no existing studies apply Multiple and Multi-dimensional Transitions Theory (MMT) to students in higher education who identify as LGBTQ+

Starting secondary school in 2020 - Teacher Guide

This is an exciting time for Year 7 students as they see their friends again, and move up to secondary school. However they will arrive back at school with a very wide variety of experiences, losses and learning over the pandemic period. These will not necessarily align with socio-economic background or prior attainment as communicated by their primary school. Many, especially those with particular learning needs, or from badly-hit groups, will feel particularly insecure or concerned after missing usual year 6 transition routines, and having experienced little ‘normal’ schooling over the previous 6 months. Those with the greatest concerns or with experience of significant trauma may not be able to accommodate new expectations, or concentrate, as well as they normally would. Some might even worry about the size and noise of a secondary school more than usual. Reduced physical activity also threatens wellbeing further. Here teachers can help, by demonstrating positive expectations and providing opportunities for physical engagement with learning where possible. The emphasis here should be on student and teacher welfare rather than seeking learning gains in isolation, in the context of everyone adapting to a new way of approaching schooling

Starting secondary school in 2020 - Student Guide

Moving up to secondary school is an exciting step. There will be lots of opportunities, but also some challenges. You will have to get used to new students, new teachers, and a larger school site. You might have to travel some distance to get there. All these changes take time to get used to. They also bring new opportunities for specialist teaching, a variety of different and interesting ways to learn, new subjects, specialist rooms and special equipment, so it can be very exciting. Here is some advice to get you through the first term

Education: The State of the Discipline. A systematic scoping review of the literature on the structures & processes that influence research activities in the UK

This is the final version. Available from the British Educational Research Association via the link in this recordThe aim of this systematic scoping review is to understand the structures and processes that influence education research activities in the UK. It provides insights into the academic debates on education research in universities, and addresses the effects of neoliberal reform, marketisation and competition on higher education (HE) and the identities and experiences of academics. We conducted a systematic scoping review that spanned three decades (1990–2020) and sought to understand the formal and informal structures and processes that influenced education research as a discipline in HE in the UK. This study – the first review of the literature on this topic at this scale – complements previous mapping activities commissioned by the British Educational Research Association (BERA) (see Oancea, 2010; Whitty et al, 2012; Oancea & Mills, 2015). A separate, peer-reviewed article based on this research has also been published in Review of Education (Stentiford et al., 2021).British Educational Research Association (BERA

Multiple and Multidimensional life transitions in the context of life-limiting health conditions:Longitudinal study focussing on perspectives of Young Adults, Families and Professionals

Background: There is a dearth of literature that investigates life transitions of young adults (YAs) with life-limiting conditions, families and professionals. The scant literature that is available has methodological limitations, including not listening to the voice of YAs, collecting data retrospectively, at one time point, from one group’s perspective and single case studies. The aim of this study was to address the gaps found in our literature review and provide a clearer understanding of the multiple and multi-dimensional life transitions experienced by YAs and significant others, over a period of time. Methods: This qualitative study used a longitudinal design and data were collected using semi-structured interviews over a 6-month period at 3 time points. Participants included 12 YAs with life-limiting conditions and their nominated significant others (10 family members and 11 professionals). Data were analysed using a thematic analysis approach. Results: Life transitions of YA and significant others are complex; they experience multiple and multi-dimensional transitions across several domains. The findings challenge the notion that all life transitions are triggered by health transitions of YAs, and has highlighted environmental factors (attitudinal and systemic) that can be changed to facilitate smoother transitions in various aspects of their lives. Conclusions: This study makes a unique and significant contribution to literature. It provides evidence and rich narratives for policy makers and service providers to change policies and practices that are in line with the needs of YAs with life-limiting conditions as they transition to adulthood. Families and professionals have specific training needs that have not yet been met fully