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Özet
The purpose of this study was to provide a qualitative portrait using the case study method of ten at-risk elementary students who moved from fourth grade at the elementary level to fifth grade in a middle school environment.
Three separate interviews were conducted with each student. In addition, interviews were conducted with fourth and fifth grade teachers. Documents, including permanent records and student portfolios, were reviewed. Data were analyzed to formulate conclusions and working hypotheses and were compared to current research related to transition programs and at-risk students, with the goal of developing appropriate theories about the transition experience of these students.
The findings of the qualitative study were: (1) Based on information received from three interviews of each of the students, a review of their attendance and disciplinary records, and an interview with fifth grade teachers at the end of the first quarter, the transition experience for the ten at-risk students appeared to be positive. (2) Students expressed concern prior to their entrance in the middle school about three issues: (a) being in the same building with older students; (b) the amount and difficulty of the work; and (c) the actual physical facilities of the middle school. (3) The ten students expressed surprise at several features or events in the middle school which included better teachers; having fun and not being in as much trouble; fifth grade being better than fourth grade; work that was much easier than anticipated; and switching classes so many times during the day. (4) Parents were the only sources of information about the middle school for three of the students. The information was supplied by older siblings for seven of the students. (5) Nine of the students had positive experiences. One female student had a negative encounter with friends of her older brother.
