Abstract
This chapter provides an introduction to Part III, a set of chapters which draw on focus group and interview data gathered in an Australian study of transitions from senior schooling to post-school life. Specifically, the research sought to investigate what constituted “productive transitions” from a range of perspectives in a number of communities and how different curriculum practices in these communities helped young people to make such transitions. The chapter outlines the projects’ overall aim and research questions, and the approach and method adopted in the project as a whole. It describes the selection of schools for case studies and the common procedures adopted for gathering data at each of these sites.
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This project was funded (2008–2010) through the Australian Research Council’s Discovery Project Towards a transformative model: Re-shaping the transitions between school and post-school life (DP0879687).
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While the three participating schools were named colleges, we continue to refer to them under the generic label ‘schools’.
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ICSEA values are derived from information about a school’s student population background. The information, shown in quarters on the My School website, shows the proportion of educationally disadvantaged or advantaged students in the school compared with the spread of students across Australia.
References
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Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). Guide to understanding ICSEA. Retrieved from http://www.acara.edu.au/verve/_resources/Guide_to_understanding_ICSEA.pdf
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Ryan, J., Johnson, G., Billett, S. (2012). Researching Transition Experiences in Australian Senior Schooling. In: Billett, S., Johnson, G., Thomas, S., Sim, C., Hay, S., Ryan, J. (eds) Experience of School Transitions. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4198-0_9
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DOI: https://doi.org/10.1007/978-94-007-4198-0_9
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