This core category assisted an understanding of the complexity of students' views of their transition and the varying impact of gender and school size evident in the quantitative findings over the course of their transition.Given the concern held for students in the middle years of schooling and for students in transition, this research holds importance for policy makers, primary and high school leaders, teachers and other staff, and parents and students who wish to develop policy and practices that assist students to successfully navigatethe academic, social, pedagogical, physical, and bureaucratic bridges that divide primary and high school.
|Qualification||Doctor of Philosophy|
|Award date||01 Mar 2010|
|Place of Publication||Australia|
|Publication status||Published - 2010|