Changing schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences. The book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to gender identities, and the ways in which these affect pupils' responses to different subjects in the curriculum. Finally, they consider the theoretical and policy implications of their survey, and make positive recommendations for improving school and classroom practice at both primary and secondary level.

Changing schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences. The book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to gender identities, and the ways in which these affect pupils' responses to different subjects in the curriculum. Finally, they consider the theoretical and policy implications of their survey, and make positive recommendations for improving school and classroom practice at both primary and secondary level.

Based on observation of sex education programmes and in-depth interviews with young people, the authors aim to understand more about adolescent's attitudes to sexuality and their sexual behaviour in order to develop policies which will meet their needs more appropriately and effectively.
Issues covered in this interesting and accessible book include the ways adolescent informal culture affects sex education programmes and practice; the impact of gender inequality on sex education and safer sex behaviours; legislation and policy frameworks which effect sex education policies; the way young people see legislation and evaluate sex education programmes; and the impact health professionals can have in school sex education.
The authors contend that the insights into the values and views that young people bring to bear on the sex education they receive should have an important role to play in the development of policy and practice of those involved in sex education work.

Based on observation of sex education programmes and in-depth interviews with young people, the authors aim to understand more about adolescent's attitudes to sexuality and their sexual behaviour in order to develop policies which will meet their needs more appropriately and effectively.
Issues covered in this interesting and accessible book include the ways adolescent informal culture affects sex education programmes and practice; the impact of gender inequality on sex education and safer sex behaviours; legislation and policy frameworks which effect sex education policies; the way young people see legislation and evaluate sex education programmes; and the impact health professionals can have in school sex education.
uhe authors contend that the insights into the values and views that young people bring to bear on the sex education they receive should have an important role to play in the development of policy and practice of those involved in sex education work.