一项关于如何改善英格兰中小学衔接的混合方法研究：将学术研究与政策和实践咨询相结合

摘要(中文译文)

中小学过渡期是儿童教育和情感发展的关键阶段，这一阶段对学业成绩不佳、出勤率低、社会适应困难以及心理健康问题的风险更高，对弱势儿童而言尤为如此。然而，由于缺乏明确的法定指导，英国学校难以应对这一时期出现的多重挑战。政府报告一致将过渡期视为系统性薄弱环节，而从教人员报告称对应优先处理哪些事项感到不确定，导致各地提供的支持差异极大且各自为政。因此，重要的是在研究、政策和实践证据的基础上制定最佳实践指南，为英格兰制定循证过渡策略提供依据。为缩小这一差距，本研究采用探索性序贯混合方法设计，三角互证多方利益相关者视角和多学科证据，以制定循证框架并提出政策建议。首先进行了系统性文献综述，以探索现有研究中确定的关键优先领域。在此基础上，开展了10场圆桌讨论，汇集了全国教育实践、研究和政策领域52位专家的多学科视角。数据采用主题框架分析法进行分析，以识别实施高质量中小学过渡支持中的障碍和促进因素，以及国家战略应纳入哪些关键优先领域。随后进行元推断，制定了一个循证框架，概述了五项政策建议，并提出了每项建议在实践中如何实施的方案。本研究提供了概念基础以为政策提供参考，并可能对指导高质量研究和实践具有实用价值。文中还考虑了在英格兰引入法定过渡策略相关的实践和情境挑战。

Abstract

Primary-secondary school transitions are critical periods in children's educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic weakness, while practitioners report uncertainty about what to prioritise, resulting in highly variable, locally interpreted provision. It is important that best practice guidance is developed, drawing on evidence from research, policy, and practice, to inform an evidence-informed transitions strategy in England. To narrow this gap, the present research takes an exploratory sequential mixed-methods design, triangulating multiple stakeholder perspectives and multidisciplinary evidence to develop an evidence-based framework with policy recommendations. A systematic literature review was first conducted to explore key priority areas identified within existing research. Building on these insights, 10 round-table discussions were conducted to aggregate multi-disciplinary perspectives of 52 experts within educational practice, research, and policy, nationwide. Data were analysed using Thematic Framework Analysis, to identify barriers and facilitators in implementing high-quality primary-secondary school transitions provision, and what key priority areas should be included in national strategy. Meta-inferences were then drawn to develop an evidence-based framework outlining five policy recommendations, with implementation proposals of how each might be enacted in practice. This research offers a conceptual foundation to inform policy and could have practical utility for informing high-quality research and practice. Practical and contextual challenges associated with introducing a statutory transitions strategy in England are considered.

如何引用