Middle schooling and quality teaching: The students' perspective
Faculty of Regional and Professional Studies
Centre for Sustainable Regional Futures
Many studies have shown that the period of transition from primary to secondary school is a time when students can become disengaged from schooling. This article re-examines data from a longitudinal study which explored some students' experiences and attitudes to school and to science during their early adolescent years, and compares it with more recent data. The full study employed a longitudinal design which followed 2 groups of students from Year 7 (the final year of primary school in Western Australia) to Year 9 (second year of secondary school). Data was collected at two levels: first, case studies of individual The students' preferences are clearly expressed and have been analysed in light of the National Professional Standards for Teachers. The resulting recommendations have the capacity to improve the quality of the teaching and subsequent learning experiences as they move through these most formative years of their schooling.