Abstract

The research examined whether the transition of students into junior high school from primary could school be managed with less alienation for the students by using a school restructure that intentionally attempted to increase psychological sense of community. The objectives of the research were therefore to (a) describe and understand students' perspectives of their community life world, (b) contribute to the knowledge of community-based practice in education, and (c) to add to the scope of understanding of the psychological sense of community.