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- W2892970758 abstract "The Transition Year programme (TY) is a relatively ‘non-academic’ year embedded midwaythrough the Irish post-primary education system. TY is intended to promote personaldevelopment, maturity, social skills, and to prepare students for adult life. Participation rateshave been increasing since the 1990s and a majority of students now take part each year,mostly in schools where participation in TY is optional. Previous research, often interviewbased,has found that students, teachers, and parents tend to regard the programme as apositive experience for most students. Participation can enhance students’ sense of maturity,improve relationships with peers and teachers, and develop skills such as time managementand the ability to work as part of a team. However, TY is noted as being relatively underresearched,despite being a uniquely Irish innovation. No study has previously sought tomeasure the extent of any differences in student development that might be attributable toTY participation.This study builds on previous research by gathering quantitative data on a range ofpsychosocial outcomes and comparing changes over time between students who took part inTransition Year and those who did not. Outcome measures include school engagement,relationships with teachers, self-reliance, work orientation, subjective age, school satisfaction,life satisfaction, and social self-efficacy. These measures are complemented by extensivequantitative and qualitative data relating to students’ direct perceptions and experience ofTransition Year. Three waves of longitudinal data were collected, beginning whenparticipants were in Third Year (pre-TY). Participating students were followed up one yearlater (in TY/Fifth Year) and two years later (in Fifth Year/Sixth Year). 1153 students in 20schools took part in all three waves, with approximately 5500 students participating in at leastone wave. Differences in psychosocial outcomes and experiences of TY are compared andare discussed with reference to previous research. The main conclusions, implications forpolicy and practice, and avenues for further research are highlighted." @default.
- W2892970758 created "2018-10-05" @default.
- W2892970758 creator A5062243908 @default.
- W2892970758 date "2016-11-01" @default.
- W2892970758 modified "2023-09-24" @default.
- W2892970758 title "Personal development in Irish education:A longitudinal study of student participation andpsychosocial development in Transition Year" @default.
- W2892970758 hasPublicationYear "2016" @default.
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