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dc.contributor.authorBenade, Len_NZ
dc.contributor.authorDe Lautour, Nen_NZ
dc.contributor.authorStover, Sen_NZ
dc.contributor.authorStewart, Gen_NZ
dc.date.accessioned2019-03-27T03:27:10Z
dc.date.available2019-03-27T03:27:10Z
dc.date.copyright2017-09-06en_NZ
dc.identifier.citationKnowledge Cultures, 5(4), pp. 81-90, doi: 22381/KC5420176
dc.identifier.issn2375-6527en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/12381
dc.description.abstractThis article draws on a small evaluation research project, conducted in one early childhood education (ECE) centre in Auckland, New Zealand, with the aim of supporting its capacity for self-review. The centre management and governance team was motivated to seek out the support of research as part of their response to two recent Education Review Office (ERO) reports that had cast doubt over the value of their transition-to-school programme, and the pedagogy used at the centre. This article draws on this evaluation research to discuss knowledge debates that featured in the discourses of the centre and its community: dispute about the value of the transition programme; the paradox of mandatory self-review; and the difficult work of changing practice, in responding to ERO advice to move away from teacher-directed pedagogy.
dc.publisherAddleton Academic Publishersen_NZ
dc.relation.urihttps://addletonacademicpublishers.com/contents-kc/1177-volume-5-4-2017/3141-in-the-market-for-an-ece-transition-to-school-programme
dc.rightsThis journal permits its authors to mount copies of their work on their personal websites, on noncommercial discipline-specific servers of preprints or postprints, and within noncommercial digital repositories of nonprofit institutions with which they are currently affiliated. When posting published work authors must display the copyright notice exactly as it appears in the original publication. A link to the URL of the published article on the journal’s website is required in order to protect the integrity and authenticity of the scientific record, with the online published version on the journal’s webpage clearly identified as the definitive version of record. There is no fee for such use.
dc.subjectDiscourse; Early Childhood Education (ECE); Evaluation research; Pedagogy; Self-review; Transition-to-school
dc.titleIn the Market for an ECE Transition-to-school Programme?en_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.22381/KC5420176en_NZ
aut.relation.endpage90
aut.relation.issue4en_NZ
aut.relation.pages10
aut.relation.startpage81
aut.relation.volume5en_NZ
pubs.elements-id305992
aut.relation.journalKnowledge Culturesen_NZ


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