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

Tess Boyle, Jane Wilkinson

    Research output: Contribution to journalArticleResearchpeer-review

    3 Citations (Scopus)


    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.

    Original languageEnglish
    Pages (from-to)325-342
    Number of pages18
    JournalJournal of Educational Administration and History
    Issue number4
    Publication statusPublished - 2 Oct 2018


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

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