Understanding and Developing Transformational Community in Order to Prevent Alienation : a Longitudinal Study of Students Involved in a School Restructure

Date of Award


Degree Type


Degree Name

Doctor of Philosophy


Faculty of Community Services, Education and Social Sciences

First Advisor

Dr. Andrew Ellerman


The research examined whether the transition of students into junior high school from primary could school be managed with less alienation for the students by using a school restructure that intentionally attempted to increase psychological sense of community. The objectives of the research were therefore to (a) describe and understand students' perspectives of their community life world, (b) contribute to the knowledge of community-based practice in education, and (c) to add to the scope of understanding of the psychological sense of community.

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