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dc.contributor.authorDavies, Dan
dc.contributor.authorDavis, Susan
dc.contributor.authorEgan, David
dc.contributor.authorHodgkin, Kieran
dc.date.accessioned2018-03-22T13:53:33Z
dc.date.available2018-03-22T13:53:33Z
dc.date.issued2018-03-01
dc.identifier.citationDavies, D., Davis, S., Egan, D. and Hodgkin, K. (2018) 'Transition from Primary to Secondary School and More Able and Talented (MAT) Disadvantaged Pupils: Evidence from South-east Wales', Cylchgrawn Addysg Cymru/Wales Journal of Education, 20(1), pp.46-75en_US
dc.identifier.issn2059-3708
dc.identifier.issn2059-3716 (online)
dc.identifier.urihttp://hdl.handle.net/10369/9488
dc.descriptionThis article was published in Cylchgrawn Addysg Cymru/Wales Journal of Education on 01 March 2018, available at https://doi.org/10.16922/wje.20.1.4en_US
dc.description.abstractIn Wales, as in many other education systems, there is an increasing focus on the impact that poverty can have on the educational achievement of disadvantaged pupils. Educational research in this area has included a focus on boys (compared to girls), ethnic minority groups and those with additional learning needs. Little attention, however, has been paid to pupils from disadvantaged backgrounds who have been identified as being more able and talented (MAT). This article reports on a mixed-method research evaluation of such pupils in a sample of schools in south-east Wales in relation to the impact of their transition from primary to secondary education. The findings from the research highlight variations in the definition and identification of MAT learners between primary and secondary schools and a lack of attention to this specific group of learners in school transition plans and policies. This leads the researchers to argue for the need for schools to specifically identify this group of pupils through the transition process and to suggest specific areas where transition practice might be strengthened to cater for their needs. The study supports the limited research that has been undertaken in this area that specific groups of more vulnerable pupils, such as those who are MAT but come from disadvantaged backgrounds, may suffer from shortcomings in the primary to secondary transition process such that it hampers their progression and the realisation of their potential.en_US
dc.language.isoenen_US
dc.publisherUniversity of Walesen_US
dc.relation.ispartofseriesWales Journal of Education;
dc.subjectdisadvantageen_US
dc.subjectmore able and talenteden_US
dc.subjectschoolsen_US
dc.subjecttransitionen_US
dc.titleTransition from Primary to Secondary School and More Able and Talented (MAT) Disadvantaged Pupils: Evidence from South-east Walesen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.16922/wje.20.1.4
dcterms.dateAccepted2017-10-28
rioxxterms.funderCardiff Metropolitan Universityen_US
rioxxterms.identifier.projectCardiff Metropolian (Internal)en_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_US
rioxxterms.licenseref.startdate2019-09-01
rioxxterms.freetoread.startdate2019-09-01
rioxxterms.funder.project37baf166-7129-4cd4-b6a1-507454d1372een_US


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