Families and transition to school. ([2017])

• Record Type: Book
• Further Information: Note: Sue Dockett, Wilfried Griebel, Bob Perry, editors.
• Editors: Dockett, Sue; Griebel, Wilfried; Perry, Bob, 1945-
• Contents: Contributors; Chapter 1: Transition to School: A Family Affair; 1.1 Introduction; 1.2 Defining Transition; 1.3 Transition in Context; 1.4 Exploring Transition; 1.4.1 Transition as Movement; 1.4.2 Events That Mark Transition; 1.4.3 Processes of Transition; 1.4.3.1 Proximal Processes; 1.4.3.2 Routines as Processes; 1.4.3.3 Transformational Processes; 1.5 Families: More Than Context; 1.6 Families and Transition; 1.6.1 Home-School Connections; 1.6.2 Families in Transition; 1.7 In Summary; References; Part I: Experiences and Expectations of Families as Children Start School. Chapter 2: Transition to Being Parents of a School-Child: Parental Perspective on Coping of Parents and Child Nine Months After School Start2.1 Theoretical Background; 2.2 State of Research; 2.3 Research Questions -- Hypotheses; 2.4 Method; 2.4.1 Sample; 2.4.2 Data Collection and Analysis; 2.5 Results; 2.5.1 Parents' Awareness of Own Transition; 2.5.2 Characteristics of 'Positive Copers' vs. 'Negative Copers'; 2.5.2.1 Individual Level; 2.5.2.2 Interactional Level; 2.5.2.3 Contextual Level; 2.6 Discussion and Conclusions; Appendix; References. Chapter 3: Giving Voice to Families from Immigrant and Refugee Backgrounds During Transition to School3.1 Introduction; 3.2 Theoretical Perspectives; 3.3 Backpacks and Transitions; 3.4 The Study; 3.5 Perspectives; 3.5.1 Sharing Teachers' Perspectives; 3.5.2 Giving Voice to Families; 3.6 Conclusion: Easing the Load?; References; Chapter 4: Hope, Despair and Everything in Between -- Parental Expectations of Educational Transition for Young Children with Intellectual Disability; 4.1 Introduction; 4.2 Theoretical Perspectives. 4.3 Parental Expectations and Involvement in Educational Transitions -- Previous Research4.4 The Swedish Context and Project Description; 4.5 Results; 4.5.1 The Decision to Start School; 4.5.1.1 Receiving the Correct Support; 4.5.1.2 Belonging Within the Mainstream of Society; 4.5.2 Smooth Transition; 4.5.2.1 How to Bridge Knowledge; 4.5.2.2 Knowledge to Be Bridged; 4.5.3 Dualism in Expectations; 4.5.3.1 Expectations of Professionalism; 4.5.3.2 Worries About Increased Demands; 4.5.3.3 Worries About Transportation and Information; 4.6 Discussion; References. Chapter 5: 'Everybody Has Got Their Own Story': Urban Aboriginal Families and the Transition to School5.1 Introduction; 5.2 What Is Parent Involvement in Schools?; 5.3 A Framework of Parent Involvement in Schools; 5.4 Parent Involvement in Schools for Families of Aboriginal Children; 5.5 The Rhetoric-Reality Gap; 5.6 The Gudaga Study; 5.6.1 Case Study 1; 5.6.2 Case Study 2; 5.6.3 Case Study 3; 5.7 Discussion; 5.8 Concluding Thoughts; References; Part II: Resources Families Bring to Transition to School.
• Publisher Details: Cham, Switzerland : Springer
• Publication Date: 2017
• Extent: 1 online resource
• Subjects: 372.21; Education; Readiness for school; Early childhood education; Families; Schools; EDUCATION -- Elementary; Early childhood education; Families; Readiness for school; Education -- Educational Policy & Reform -- General; Education -- Administration -- General; Education -- Comparative; Educational strategies & policy; Schools; Education; Education -- Preschool & Kindergarten; Pre-school & kindergarten; Electronic books
• Languages: English
• ISBNs: 9783319583297; 3319583298; 3319583271; 9783319583273
• Related ISBNs: 9783319583273
• Notes: Note: Includes bibliographical references.; Note: Vendor-supplied metadata.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.