This book provides an important compilation and synthesis of
current work in transition to school research. The book focuses
strongly on the theoretical underpinnings of research in transition
to school. It outlines key theoretical positions and connects those
to the implications for policy and practice, thereby challenging
readers to re-conceptualize their understandings, expectations and
perceptions of transition to school. The exploration of this range
of theoretical perspectives and the application of these to a wide
range of research and research contexts makes this book an
important and innovative contribution to the scholarship of
transition to school research. A substantial part of the book is
devoted to detailed examples of transition to school practice.
These chapters provide innovative examples of evidence-based
practice and contribute in turn, to practice-based evidence. The
book is also devoted to considering policy issues and implications
related to the transition to school. It records a genuine,
collaborative effort to bring together a range of perspectives into
a Transition to School Position Statement that will inform ongoing
research, practice and policy. The collaborative, research, policy
and practice based development of this position statement
represents a world-first.
General
| Imprint: |
Springer
|
| Country of origin: |
Netherlands |
| Series: |
International Perspectives on Early Childhood Education and Development, 9 |
| Release date: |
August 2016 |
| First published: |
2014 |
| Editors: |
Bob Perry
• Sue Dockett
• Anne Petriwskyj
|
| Dimensions: |
235 x 155 x 17mm (L x W x T) |
| Format: |
Paperback
|
| Pages: |
294 |
| Edition: |
Softcover reprint of the original 1st ed. 2014 |
| ISBN-13: |
978-9401779845 |
| Categories: |
Books >
Social sciences >
General
|
| LSN: |
9401779848 |
| Barcode: |
9789401779845 |
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