Research to policy: Transition to school position statement

    Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

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    Abstract

    This chapter describes the collaborative development of the Transition to School: Position Statement. This statement consolidates a wide range of research into a document to inform and guide research, policy and practice in the area of transition to school. This chapter outlines the beliefs underpinning the statement and the structure of the document and investigates how the statement could be used to enhance the transition to school experiences of as many children as possible. In describing the development of the statement, notions of research evidence are explored, including what counts as evidence, who uses evidence, which evidence is used most or considered most reliable, and how evidence is translated into policy and practice. The context in which research informs policy and practice is examined and the processes of policy development and practical implementation of research are analysed. Finally, the role and purpose of position statements as forms of advocacy are discussed.
    Original languageEnglish
    Title of host publicationTransitions to school
    Subtitle of host publicationInternational research, policy and practice
    EditorsBob Perry, Sue Dockett, Anne Petriwskyj
    Place of PublicationDordtrecht, The Netherlands
    PublisherSpringer-Verlag London Ltd.
    Chapter20
    Pages277-294
    Number of pages18
    ISBN (Electronic)9789400773509
    ISBN (Print)9789400773493
    DOIs
    Publication statusPublished - 2014

    Publication series

    NameInternational perspectives on early childhood education and development
    Volume9

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