The Concordance between Teachers' and Parents' Perceptions of School Transition Practices: A Solid Base for the Future

Autor/inn/en	Ahtola, Annarilla; Björn, Piia Maria; Turunen, Tiina; Poikonen, Pirjo-Liisa; Kontoniemi, Marita; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Titel	The Concordance between Teachers' and Parents' Perceptions of School Transition Practices: A Solid Base for the Future
Quelle	In: Scandinavian Journal of Educational Research, 60 (2016) 2, S.168-181 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2014.996598
Schlagwörter	Transitional Programs; Educational Practices; Parent Attitudes; Teacher Attitudes; Preschool Teachers; Elementary School Teachers; Questionnaires; Familiarity; Parent Teacher Cooperation; Longitudinal Studies; Predictor Variables; Correlation; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Bildungspraxis; Elternverhalten; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Korrelation; Ausland; Finnland
Abstract	This study focuses on parents' and teachers' perceptions of practices aimed at easing the transition to formal schooling (e.g., familiarization with the school, discussions about the school entrants). A total of 230 preschool teachers, 131 elementary school teachers, and 2,662 mothers and fathers filled in a questionnaire containing items on how important they considered different preschool-school transition practices. The participants considered the various transition practices to be at least somewhat important. On average, familiarization with the school was considered to be most important, whereas teacher co-operation and joint writing of curricula were considered to be least important. The perceptions of the participant groups differed from each other significantly in almost all practices. We suggest that the information on school entrants should be transferred within joint meetings between transition partners and other professionals whenever possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01