Literature Review Example Nz

Starting school involves not just the child but also a range of other participants, including families and teachers in ECE and school.

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Drawing on the literature located as well as resources related to their own teaching and research experience, each of the research team reviewed literature relevant to the allocated sub-sector and developed a sub-sector chapter and accompanying list of references. For each sub-sector, research findings about the broad themes of access, participation and outcomes were sought, as were those to do with educational issues such as languages and literacy, curriculum, pedagogy, assessment, school and classroom management, governance, school/community interactions, research approaches and processes, and ethnicity /gender/social class complexities.

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The selection of overseas literature on transitions was based on work that appeared most relevant to the research questions.

Consideration of international literature has to take account of the different starting ages, enrolment practices and ethnic composition of school entrants compared to New Zealand.

Quality assurance was addressed through careful searching and analysis and by a review of a draft document by local and international experts in the field.

The review systematically examined the evidence regarding transition to school.

The selection of literature drew primarily on work published between 2004 to mid 2009, with particular attention to New Zealand literature, and research in “broadly similar” countries such as Australia, Canada, the United Kingdom and the United States of America.

Systematic searches of library and web databases were supplemented by drawing on personal networks to find relevant information.

In doing so it recognised the complexity in the multiple factors that influence each child’s learning and transition experiences, and the diversity that exists within groups as well as between groups of children.

It also acknowledged that transitions are not an event but a process.

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