Intersetting communication and the transition to school

    Research output: ThesisDoctoral Thesis

    133 Downloads (Pure)

    Abstract

    The results of the research demonstrate that preschool and school educators do communicate across settings for a range of reasons and that their motives impact on the nature of that communication. There are many factors relating to individual educators and wider contexts which influence intersetting communication, including educatorâÂ's beliefs about children, the type of setting in which they work, and the channels through which communication is enacted. The outcomes of communication are complex, wide-ranging and multi-faceted and they relate to educators, children and families. The research results have contributed to the development of an Enhanced model of preschool-school communication.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Perry, Bob, Co-Supervisor
    • Dockett, Sue, Co-Supervisor
    Award date08 Aug 2013
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2014

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    communication
    educator
    school
    preschool school
    research results

    Cite this

    Hopps, K. (2014). Intersetting communication and the transition to school. Australia: Charles Sturt University.
    Hopps, Kathryn. / Intersetting communication and the transition to school. Australia : Charles Sturt University, 2014. 396 p.
    @phdthesis{5c757fcfec2e402b94f6c01d8754950e,
    title = "Intersetting communication and the transition to school",
    abstract = "The results of the research demonstrate that preschool and school educators do communicate across settings for a range of reasons and that their motives impact on the nature of that communication. There are many factors relating to individual educators and wider contexts which influence intersetting communication, including educator{\~A}¢{\^A}'s beliefs about children, the type of setting in which they work, and the channels through which communication is enacted. The outcomes of communication are complex, wide-ranging and multi-faceted and they relate to educators, children and families. The research results have contributed to the development of an Enhanced model of preschool-school communication.",
    author = "Kathryn Hopps",
    note = "Available in print. Not for loan.",
    year = "2014",
    language = "English",
    publisher = "Charles Sturt University",
    address = "Australia",
    school = "Charles Sturt University",

    }

    Hopps, K 2014, 'Intersetting communication and the transition to school', Doctor of Philosophy, Charles Sturt University, Australia.

    Intersetting communication and the transition to school. / Hopps, Kathryn.

    Australia : Charles Sturt University, 2014. 396 p.

    Research output: ThesisDoctoral Thesis

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    AU - Hopps, Kathryn

    N1 - Available in print. Not for loan.

    PY - 2014

    Y1 - 2014

    N2 - The results of the research demonstrate that preschool and school educators do communicate across settings for a range of reasons and that their motives impact on the nature of that communication. There are many factors relating to individual educators and wider contexts which influence intersetting communication, including educatorâÂ's beliefs about children, the type of setting in which they work, and the channels through which communication is enacted. The outcomes of communication are complex, wide-ranging and multi-faceted and they relate to educators, children and families. The research results have contributed to the development of an Enhanced model of preschool-school communication.

    AB - The results of the research demonstrate that preschool and school educators do communicate across settings for a range of reasons and that their motives impact on the nature of that communication. There are many factors relating to individual educators and wider contexts which influence intersetting communication, including educatorâÂ's beliefs about children, the type of setting in which they work, and the channels through which communication is enacted. The outcomes of communication are complex, wide-ranging and multi-faceted and they relate to educators, children and families. The research results have contributed to the development of an Enhanced model of preschool-school communication.

    M3 - Doctoral Thesis

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    Hopps K. Intersetting communication and the transition to school. Australia: Charles Sturt University, 2014. 396 p.