Two worlds, one site: leading practices and transitions to school

ABSTRACT

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities.

KEYWORDS:

• Transitions to school
• leading practices
• practice architectures
• continuity
• site ontology

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In New South Wales, Australia Kindergarten is the first year of compulsory schooling.

Additional information

Notes on contributors

Tess Boyle

Tess Boyle is a lecturer in the School of Education, Southern Cross University, Gold Coast, Australia. Her PhD research and interests include transitions to school, practice theory and critical participatory action research.

Jane Wilkinson

Jane Wilkinson is Associate Professor Educational Leadership, Monash University. She researches educational leadership as practice/praxis. Jane’s new book is Educational Leadership as a Culturally Constructed Practice: New Directions and Possibilities (with Laurette Bristol, Routledge, 2018). She is lead editor (with Jeffrey S. Brooks) of the Journal of Educational Administration and History.