{"id":{"repo_id":"auckland-ms","oai_identifier":"oai:researchspace.auckland.ac.nz:2292/18877"},"canonical_url":"https://search.dev.ndltd.org/etd/auckland-ms/oai:researchspace.auckland.ac.nz:2292/18877","repository":{"repo_id":"auckland-ms","name":"University of Auckland","base_url":"https://researchspace.auckland.ac.nz/server/oai/request"},"display":{"title":"Peer effects in negotiating participation in the adjustment to school","abstract":"This study identifies the processes by which the 'enacted curriculum' (Darling- Hammond & Sykes, 1999) and social participation within the classroom facilitate successful adjustment in the transition to school. Current understandings of development and pedagogy claim that the role of the teacher is important in creating an environment in order to enable successful transition to occur. The process is seen as social participation, negotiated in the classroom between teacher and child and peers (Dyson, 1997). There is a strong link made in the literature between early academic achievement and learning related social skills. The prediction of this study was that adjustment to school is strongly influenced by peer interaction and scaffolding, developed from models for guidance that have evolved from the social constructivist theories of Vygotsky (1962), Bruner (1986) and Rogoff (1990) in relation to the classroom activities and curriculum. Two studies investigated the role of teaching practice that may 'transform' the participation of the new entrant children in the classroom. Analysis of the systematic observations of the enacted curriculum highlighted the importance of the teacher structuring activities to maximize participation and engagement with learning. Analysis may also promote a clearer understanding of each child's developing strategies, as well as how the teacher can extend children's repertoires and build on the social practices of the classroom and school. The relative absence of studies that describe the relationship between curriculum process and social development in facilitating a successful adjustment to school highlights the need for further empirical study.","abstract_html":"This study identifies the processes by which the 'enacted curriculum' (Darling- Hammond & Sykes, 1999) and social participation within the classroom facilitate successful adjustment in the transition to school. Current understandings of development and pedagogy claim that the role of the teacher is important in creating an environment in order to enable successful transition to occur. The process is seen as social participation, negotiated in the classroom between teacher and child and peers (Dyson, 1997). There is a strong link made in the literature between early academic achievement and learning related social skills. The prediction of this study was that adjustment to school is strongly influenced by peer interaction and scaffolding, developed from models for guidance that have evolved from the social constructivist theories of Vygotsky (1962), Bruner (1986) and Rogoff (1990) in relation to the classroom activities and curriculum. Two studies investigated the role of teaching practice that may 'transform' the participation of the new entrant children in the classroom. Analysis of the systematic observations of the enacted curriculum highlighted the importance of the teacher structuring activities to maximize participation and engagement with learning. Analysis may also promote a clearer understanding of each child's developing strategies, as well as how the teacher can extend children's repertoires and build on the social practices of the classroom and school. The relative absence of studies that describe the relationship between curriculum process and social development in facilitating a successful adjustment to school highlights the need for further empirical study.","abstract_has_math":false,"creators":["Hagan, William J."],"institution":"ResearchSpace@Auckland","degree_name":"EdD","degree_level":"Doctoral","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["McNaughton, Stuart","Anderson, Helen"],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-24T01:06:29Z","subjects":[],"languages":[],"rights":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."],"rights_urls":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2292/18877","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McNaughton, Stuart","Anderson, Helen"]},{"key":"dc:creator","label":"Author","values":["Hagan, William J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2012-06-05T02:06:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2012-06-05T02:06:14Z"]},{"key":"dc:date.issued","label":"Date","values":["2005"]},{"key":"dc:publisher","label":"Institution","values":["ResearchSpace@Auckland"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["UoA1558431"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Auckland"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."]},{"key":"dc:rights.uri","label":"Rights URI","values":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2292/18877"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study identifies the processes by which the 'enacted curriculum' (Darling- Hammond & Sykes, 1999) and social participation within the classroom facilitate successful adjustment in the transition to school. 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Analysis of the systematic observations of the enacted curriculum highlighted the importance of the teacher structuring activities to maximize participation and engagement with learning. Analysis may also promote a clearer understanding of each child's developing strategies, as well as how the teacher can extend children's repertoires and build on the social practices of the classroom and school. The relative absence of studies that describe the relationship between curriculum process and social development in facilitating a successful adjustment to school highlights the need for further empirical study."]},{"key":"dc:title","label":"Title","values":["Peer effects in negotiating participation in the adjustment to school"]}]}],"canonical_facts":{"dc:contributor.advisor":["McNaughton, Stuart","Anderson, Helen"],"dc:creator":["Hagan, William J."],"dc:date.accessioned":["2012-06-05T02:06:14Z"],"dc:date.available":["2012-06-05T02:06:14Z"],"dc:date.issued":["2005"],"dc:description.abstract":["This study identifies the processes by which the 'enacted curriculum' (Darling- Hammond & Sykes, 1999) and social participation within the classroom facilitate successful adjustment in the transition to school. Current understandings of development and pedagogy claim that the role of the teacher is important in creating an environment in order to enable successful transition to occur. The process is seen as social participation, negotiated in the classroom between teacher and child and peers (Dyson, 1997). There is a strong link made in the literature between early academic achievement and learning related social skills. The prediction of this study was that adjustment to school is strongly influenced by peer interaction and scaffolding, developed from models for guidance that have evolved from the social constructivist theories of Vygotsky (1962), Bruner (1986) and Rogoff (1990) in relation to the classroom activities and curriculum. Two studies investigated the role of teaching practice that may 'transform' the participation of the new entrant children in the classroom. Analysis of the systematic observations of the enacted curriculum highlighted the importance of the teacher structuring activities to maximize participation and engagement with learning. Analysis may also promote a clearer understanding of each child's developing strategies, as well as how the teacher can extend children's repertoires and build on the social practices of the classroom and school. The relative absence of studies that describe the relationship between curriculum process and social development in facilitating a successful adjustment to school highlights the need for further empirical study."],"dc:identifier.uri":["https://hdl.handle.net/2292/18877"],"dc:publisher":["ResearchSpace@Auckland"],"dc:relation.isreferencedby":["UoA1558431"],"dc:rights":["Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated."],"dc:rights.uri":["https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm"],"dc:title":["Peer effects in negotiating participation in the adjustment to school"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["EdD"],"thesis:institution_name":["The University of Auckland"]},"updated_at":"2026-07-24T01:06:29Z"}