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Books > Social sciences > Education > Schools > Primary / junior schools
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Evaluating Transition to School Programs - Learning from Research and Practice (Hardcover)
Loot Price: R4,081
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Evaluating Transition to School Programs - Learning from Research and Practice (Hardcover)
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Transition to school represents a time of great change for all
involved. Many transition to school programs have been developed to
support positive transitions to school. While these programs have
involved complex planning and implementation, often they have not
been evaluated in rigorous or systematic ways. This book brings
together Australian and international perspectives on research and
practice to explore approaches to evaluating transition to school
programs. For children, school is quite different from anything
else they have experienced. For families and educators, there are
considerable changes as they interact with new people and take on
new roles. Developing effective transition to school programs is a
key policy initiative around the world, based on recognition of the
importance of a positive start to school and the impact of this for
future school engagement and outcomes. Throughout the chapters of
this book, authors from Australia, Germany, Sweden, Ireland and
Jamaica share examples of evaluation practice, with the aim of
encouraging educators to reflect on their own contexts and adopt
evaluation practices that are relevant and appropriate for them.
The book brings together the fields of evaluation research and
transition to school. A wide range of examples and figures is used
to relate research and practice and to illustrate possible
applications of evaluation strategies. Evaluating Transition to
School Programs highlights the importance of multiple perspectives
of the transition to school and offers suggestions about how the
perspectives of children, families, educators and community members
might be included and analysed in evaluation strategies. Other
themes throughout the book include the importance of collaboration,
respectful and trusting relationships, practitioner-driven inquiry,
strengths-based approaches and developing programs that are
responsive to context. This book is written for educators and
leaders in early years and primary school settings, and will also
be of interest to researchers, students and policy makers in the
field.
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