Trading Spaces: A Model of Children’s Transition Into a New Classroom
Students’ experiences as they transitioned from the fourth to the fifth grade at the same school were found to be complex and multi-faceted. Collected in a highly diverse elementary school, data included interviews with students, parents, and teachers; focus meetings with students; classroom observations; and students’ journaling and art. Data were analyzed to develop a grounded theory model of transition. Transition was a taxing process that changed the way children felt about school and teachers as well as how they authored themselves within their classrooms. As the students developed strategies to transition, they called on prior knowledge and novel learning to construct themselves in response to contextual demands. Findings trouble the notion that transition between same-school grades is simple.
Keywords: Transition, Self, Figured World, Discourse
Dr. Jennifer C. Wilson
Assistant Professor, Language and Literacy Studies, Texas A&M University