The book 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.
The book 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.
Sue Dockett, Emeritus Professor, Charles Sturt University and Director, Peridot Education Pty Ltd. Bob Perry, Emeritus Professor, Charles Sturt University and Director, Peridot Education Pty Ltd.
Inhaltsangabe
1. Setting the scene 2. Defining transition 2A. To be or not to be (a school child) - From national to global discourses about the child in the school start age 3. What is meant by a successful or effective transition to school program? 3A. Paderborner Qualitätsstern (PQ³): Self-evaluation of transition to school programs for educators and teachers 4. Evaluation of transition to school programs - An introduction 4A. Support for children and families at risk of experiencing vulnerability in early years transitions 5. Planning an evaluation of transition to school programs 5A. Putting it into practice: Planning and implementing an evaluation 6. Generating and analysing data for the evaluation of transition to school programs - Perspectives of children 6A. Listening to the voices of Jamaican children about their transitional experiences 7. Generating and analysing data for the evaluation of transition to school programs - Perspectives of adults 7A. Professional relationships and spaces as children start school 8. Development and use of a rubric framework for the evaluation of transition to school programs 8A. Mo Scéal (My Story): Evaluation of the transition to school initiative in Ireland 9. Using evaluation to plan future transition to school programs 9A. Challenges of and strategies within interprofessional cooperation between ECEC-institutions and primary schools 10. Looking forward
1. Setting the scene 2. Defining transition 2A. To be or not to be (a school child) - From national to global discourses about the child in the school start age 3. What is meant by a successful or effective transition to school program? 3A. Paderborner Qualitätsstern (PQ³): Self-evaluation of transition to school programs for educators and teachers 4. Evaluation of transition to school programs - An introduction 4A. Support for children and families at risk of experiencing vulnerability in early years transitions 5. Planning an evaluation of transition to school programs 5A. Putting it into practice: Planning and implementing an evaluation 6. Generating and analysing data for the evaluation of transition to school programs - Perspectives of children 6A. Listening to the voices of Jamaican children about their transitional experiences 7. Generating and analysing data for the evaluation of transition to school programs - Perspectives of adults 7A. Professional relationships and spaces as children start school 8. Development and use of a rubric framework for the evaluation of transition to school programs 8A. Mo Scéal (My Story): Evaluation of the transition to school initiative in Ireland 9. Using evaluation to plan future transition to school programs 9A. Challenges of and strategies within interprofessional cooperation between ECEC-institutions and primary schools 10. Looking forward
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