The Rhetoric and Reality of Transition from Primaryto Post-primary Schooling

The origins of this work stem from the researcher’s observations of disenchantment among some of the student cohort who transfer from primary school to post-primary school. The research project set out to determine the nature of the disenchantment among the first year post-primary students in the post-primary schools in a town in the west midlands of Ireland in which the researcher works, and to explore if it were possible to identify these students while in their fist year in the school. The research project involved an examination of the induction programmes used in the post-primary schools. The aspirations of the school managements as articulated for their fist year pupils were compared with the actual provisions which were made in the schools. A variety of research instruments was employed. These consisted o f : 1. a survey among all the students transferring from primary to secondary school in the catchment area in September 1996; 2. a semi-structured interview with the principals of each secondary school in the town; 3. an analysis of the timetable in each secondary school; 4. an analysis of the attendance figures of the fist year students in the school year 1996-1997 in each secondary school in the town; 5. an analysis of the detention (punishment) figures in one school in the town over a period of four school years. The relevant current research in a number of countries , including Ireland, is surveyed. The findings of this project are much in line with other comparable international research. Recommendations are made that may contribute to easing the difficulties experienced by pupils transferring from primary school to post-primary school