|
Showing 1 - 12 of
12 matches in All Departments
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.
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.
Reflecting the importance of drawing on children's perspectives to
shape professional practice, this book offers a nuanced approach to
understanding the aims, implications and practicalities of
accessing and incorporating children's perspectives in pedagogial
practices relating to transitions. Listening to Children's Advice
about Starting School and School Age Care: emphasises the
importance of listening to and respecting children's perspectives
at the time of their transitions to school and school age care;
shares children's perspectives of the transition to school and
school age care in ways that are both authentic and provocative;
explores implications for practice as a consequence of children's
input; provokes a deep level of critical reflection and
practice/policy development that is informed by a dialogue between
research and practice. Chapters report research conducted in seven
different countries to highlight approaches that acknowledge and
respect children's input, and use this as a basis for critical
reflection on practice, with a view to improving the children's
transition experiences. Using examples of practice and offering
practical and theoretical insights, the book illustrates the
multiplicity of children's perspectives, and prompts educators to
reflect on and critique practice. This book will be invaluable
reading for researchers, students, educators and practitioners
involved in young children's transitions to school and school-age
care.
This collection addresses issues related to families and
transition, and pays special attention to the transition to school,
the effect of this on the family, as well as the effect of the
family on that transition. It celebrates the roles of families,
locating them as integral partners in time of transition and
identifying a variety of ways in which families and educators can
work together with children to promote positive transitions. The
book draws on a range of theoretical frameworks and research
projects to provide multiple perspectives of family involvement in
education, family-educator partnerships, the nature of
collaboration, issues for families in marginalised or complex
circumstances, as well as the multiple intersections of families
and transition processes. The research projects reported range from
in-depth case studies to the analysis of large-scale data sets and
all have multiple messages for practitioners, policy makers and
researchers as they seek ways to engage with families as their
children start school.
This collection addresses issues related to families and
transition, and pays special attention to the transition to school,
the effect of this on the family, as well as the effect of the
family on that transition. It celebrates the roles of families,
locating them as integral partners in time of transition and
identifying a variety of ways in which families and educators can
work together with children to promote positive transitions. The
book draws on a range of theoretical frameworks and research
projects to provide multiple perspectives of family involvement in
education, family-educator partnerships, the nature of
collaboration, issues for families in marginalised or complex
circumstances, as well as the multiple intersections of families
and transition processes. The research projects reported range from
in-depth case studies to the analysis of large-scale data sets and
all have multiple messages for practitioners, policy makers and
researchers as they seek ways to engage with families as their
children start school.
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.
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."
Reflecting the importance of drawing on children's perspectives to
shape professional practice, this book offers a nuanced approach to
understanding the aims, implications and practicalities of
accessing and incorporating children's perspectives in pedagogial
practices relating to transitions. Listening to Children's Advice
about Starting School and School Age Care: emphasises the
importance of listening to and respecting children's perspectives
at the time of their transitions to school and school age care;
shares children's perspectives of the transition to school and
school age care in ways that are both authentic and provocative;
explores implications for practice as a consequence of children's
input; provokes a deep level of critical reflection and
practice/policy development that is informed by a dialogue between
research and practice. Chapters report research conducted in seven
different countries to highlight approaches that acknowledge and
respect children's input, and use this as a basis for critical
reflection on practice, with a view to improving the children's
transition experiences. Using examples of practice and offering
practical and theoretical insights, the book illustrates the
multiplicity of children's perspectives, and prompts educators to
reflect on and critique practice. This book will be invaluable
reading for researchers, students, educators and practitioners
involved in young children's transitions to school and school-age
care.
This book showcases the quality work that Latin American
researchers have done on transition to school in Latin American
countries by offering the English-speaking world, first-hand access
to some Latin American transitions research, practices, and
policies. This book shows the work carried out in countries such as
Brazil, Chile, Cuba, and Mexico with regards to the way in which
the transition to primary school is experienced from different
stakeholders' perspectives, and how Latin American educational
policies and cultural practices shape such an important process for
stakeholders. This book was importantly framed by the COVID-19
pandemic which placed the world in a global health emergency, and
it is our hope that this book will trigger future international
collaborations between researchers, policy makers, and
practitioners interested in transitions which could help produce a
wealth of empirical evidence to inform educational policies and
transitions practices across the world. Building networks where
diverse experiences are valued and respected, as well as analysed,
can help provide a platform that supports educators and researchers
as they continue their work and branch out in new and challenging
directions.
This book showcases the quality work that Latin American
researchers have done on transition to school in Latin American
countries by offering the English-speaking world, first-hand access
to some Latin American transitions research, practices, and
policies. This book shows the work carried out in countries such as
Brazil, Chile, Cuba, and Mexico with regards to the way in which
the transition to primary school is experienced from different
stakeholders' perspectives, and how Latin American educational
policies and cultural practices shape such an important process for
stakeholders. This book was importantly framed by the COVID-19
pandemic which placed the world in a global health emergency, and
it is our hope that this book will trigger future international
collaborations between researchers, policy makers, and
practitioners interested in transitions which could help produce a
wealth of empirical evidence to inform educational policies and
transitions practices across the world. Building networks where
diverse experiences are valued and respected, as well as analysed,
can help provide a platform that supports educators and researchers
as they continue their work and branch out in new and challenging
directions.
This book brings together an international group of researchers
reporting on their work about play and early childhood education
across 13 countries - Norway, Sweden, Denmark, England, Germany,
Hong Kong, United States of America, India, The Maldives, Sri
Lanka, Singapore, China and Australia. It contributes to growing
international conversations about play and the role of play in
early childhood education. Each of the chapters in this anthology
reflects different directions in research as well as a range of
approaches to reconceptualising play. Each researcher questions
assumptions underpinning young children's play and early childhood
education and explores the implications of these questions for
further research, practice and policy. Chapters report a wide range
of innovative and transformative research, focusing on areas such
as the play of infants and toddlers, the role of values in play,
the complexity of connections between play and learning,
motivation, the role and understandings of early childhood
educators in promoting children's play, risky play and the impact
of Westernised approaches to play in different contexts. This book
argues for the importance of children's play at a time when there
is a great deal of pressure to increase the academic focus of early
education and to eliminate play that could be deemed risky. Several
authors note moves towards pedagogies of play and explore the
potential links between play and learning in early education
settings. The research reported in this book is a timely reminder
of the value of play, for and of itself, as well as the learning
potential of play. It provides a pathway into the debates about the
role and value of play in early years' education for students,
researchers and policy-makers.
This book brings together an international group of researchers
reporting on their work about play and early childhood education
across 13 countries - Norway, Sweden, Denmark, England, Germany,
Hong Kong, United States of America, India, The Maldives, Sri
Lanka, Singapore, China and Australia. It contributes to growing
international conversations about play and the role of play in
early childhood education. Each of the chapters in this anthology
reflects different directions in research as well as a range of
approaches to reconceptualising play. Each researcher questions
assumptions underpinning young children's play and early childhood
education and explores the implications of these questions for
further research, practice and policy. Chapters report a wide range
of innovative and transformative research, focusing on areas such
as the play of infants and toddlers, the role of values in play,
the complexity of connections between play and learning,
motivation, the role and understandings of early childhood
educators in promoting children's play, risky play and the impact
of Westernised approaches to play in different contexts. This book
argues for the importance of children's play at a time when there
is a great deal of pressure to increase the academic focus of early
education and to eliminate play that could be deemed risky. Several
authors note moves towards pedagogies of play and explore the
potential links between play and learning in early education
settings. The research reported in this book is a timely reminder
of the value of play, for and of itself, as well as the learning
potential of play. It provides a pathway into the debates about the
role and value of play in early years' education for students,
researchers and policy-makers.
|
|