Starting school : synthesis and analysis
The preceding chapters provide evidence that research, policy and practice concerning transitions to school are at the forefront of attention in both national and international contexts. These chapters represent a wide range of issues concerned with transitions research, practitioner experiences and...
| Main Authors: | , , , , |
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| Other Authors: | , , , |
| Format: | Book Part |
| Language: | English |
| Published: |
Netherlands, Springer
2014
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| Subjects: | |
| Online Access: | https://doi.org/10.1007/978-94-007-7350-9_16 http://handle.westernsydney.edu.au:8081/1959.7/uws:40066 |
| Summary: | The preceding chapters provide evidence that research, policy and practice concerning transitions to school are at the forefront of attention in both national and international contexts. These chapters represent a wide range of issues concerned with transitions research, practitioner experiences and policy initiatives in Australia, Hong Kong, Finland, Iceland, New Zealand, Scotland, Sweden and the United States. These chapters also draw attention to both comparable and contrasting aspects of transitions to school within and across these contexts. In this chapter, we present a synthesis and analysis of the predominant themes addressed in the preceding chapters in this book. We pay particular attention to the emergent areas of importance for transitions to school research, policy and practice and make recommendations for the further development and sustainability of these discourses around starting school. |
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