Published in: Educational Psychology
Abstract:
This study identifies student characteristics that predict participation in Transition Year, an optional developmental year (Grade 10) offered midway through secondary education in Ireland. One thousand eighty five students (51% female; mean age = 15.4 years) completed a questionnaire in Grade 9, providing information on demographic, attitudinal and socio-emotional characteristics. Multivariate logistic regression was used to identify characteristics that predicted students’ choice to take part in Transition Year for the following school year or to skip it. The results point to a number of invisible barriers to participation, which indicate that some students, many of whom expressed some interest in Transition Year, could miss out on potentially positive elements of the extra developmental year. The findings raise issues for teachers and policy-makers regarding the promotion of programmes such as Transition Year and its targeting towards particular groups of students.
Clerkin, A. (2018). Who participates? Predicting student self-selection into a developmental year in secondary education. Educational Psychology, 38 (9), 1083-1105. https://doi.org/10.1080/01443410.2018.1504004
Published in: Irish Journal of Education
Abstract:
This article describes the self-reported homework and study behaviours of almost 5500 students from Third Year to Sixth Year in a representative sample of 20 Irish schools. In particular, the studying habits of Fifth Year and Sixth Year students are examined with reference to their previous participation or non-participation in Transition Year, which is intended, in part, to help students to become more self-directed and effective learners. Students who took part in Transition Year are found to be more likely to engage in additional study and to persist with difficult questions in Fifth Year and Sixth Year. Overall, they report spending significantly more time on homework in the years leading up to the Leaving Certificate than their non-participating classmates, after controlling for home background and educational aspirations.
Clerkin, A. (2016). Homework and study behaviours before the Leaving Certificate among Transition Year participants and non-participants. Irish Journal of Education, 41, 5-23. https://www.erc.ie/wp-content/uploads/2018/09/Clerkin-Final-Vol-41.pdf
Published in: Irish Educational Studies
Abstract:
The Transition Year (TY) programme has seen large increases in the number of participating schools and students since the 1990s. However, existing documentation of this growth has been intermittent and sometimes inconsistent. This paper documents in detail the changes seen in school provision and student uptake for the 19 years from 1992/1993 to 2010/2011, drawing on data provided by the Department of Education and Skills. Issues considered include the mainstreaming of TY in 1994, cohort participation rates (proportions of junior cycle students progressing to TY), school type and student gender. Particular attention is given to provision and uptake of the programme with regard to students from socioeconomically disadvantaged backgrounds. This is examined through the use of both school-level (school participation in schemes aimed at addressing socio-economic disadvantage) and student-level (possession of a medical card) information.
Clerkin, A. (2013). Growth of the ‘Transition Year’ programme, nationally and in schools serving disadvantaged students, 1992-2011. Irish Educational Studies, 32 (2), 197-215. https://doi.org/10.1080/03323315.2013.770663
Published in: Education Policy Analysis Archives
Abstract:
Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of examination pressure. Slightly more than half of the eligible student cohort take part in the programme, with the remainder skipping TY and progressing directly to senior education. Qualitative evidence suggests that TY is generally viewed as a positive experience for students, although competing perspectives regard the programme as a luxury that is no longer worth sustaining. This article discusses the development of the programme and its relevance to the Irish education system, reviews previous and related research, and identifies future directions and areas where further attention is warranted.
Clerkin, A. (2012). Personal development in secondary education: The Irish Transition Year. Education Policy Analysis Archives, 20 (38). http://epaa.asu.edu/ojs/article/view/1061
