Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Thinking about transitions : one framework or many? Populating the theoretical model over time

Dunlop, Aline-Wendy (2014) Thinking about transitions : one framework or many? Populating the theoretical model over time. In: Transitions to School - International Research, Policy and Practice. International Perspectives on Early Childhood Education and Development . Springer, Dortrecht, pp. 31-46. ISBN 9789400773493

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

This chapter draws from the theoretical foundations and some key results of a longitudinal study of transitions which began with the study cohort’s transition from early childhood settings into school in one local authority in Scotland. In thinking about transitions, the author follows a personal journey afforded by the need to consider whether a single theoretical framework can possibly support study of transitions over time. In so doing some of underpinning theories that have informed the different phases of the longitudinal study are considered and their place in, and the concept of, an overall theoretical framework is justified. While one overall framework is embraced, it is not seen as limiting, in that it houses many aspects of the breadth and depth of both theoretical and practical knowledge that is essential to the understanding of the field of educational transitions. The child is central to this thinking, it is the child who may be able to develop transitions capital over time, and it is the obligation of the researcher to exert agency over theoretical models applied so that they do not become straightjackets on data and thinking.