A systematic literature review conducted as part of the START project analyzes empirical studies from EU Member States over the last decade. The review includes English, Italian, Dutch, and Slovenian language studies, with a specific focus on EU-based research and findings from edited books and monographs. It aims to investigate multiple understandings and approaches to transition practices across different EU policy and educational contexts.
Use Cases
- Conducting meta-analysis of educational transition research based on the included empirical studies from the last decade.
- Comparing pedagogical traditions and policy contexts across EU Member States based on the review's focus.
- Identifying research gaps in early childhood education transitions based on the analysis of findings from non-indexed publications like monographs.
- Supporting policy development for smoother educational transitions based on the review's insights into EU-specific practices.
Strengths
- Adopts a systematic review methodology to provide an overview of research.
- Includes studies in four languages (English, Italian, Dutch, Slovenian), broadening the linguistic scope.
- Focuses specifically on EU-based research from the last decade, providing regional and temporal relevance.
- Incorporates findings from edited books and monographs, sources often overlooked in mainstream reviews.
Limitations
- Row count and dataset size are unknown, which may limit suitability assessment.
- Column-level documentation is absent; field semantics must be inferred after download.
- Last update date is unknown; freshness unverified.
Provenance
- Source
- Lucia Balduzzi via paperswithcode
- Collection Method
- Systematic literature review conducted as part of the START project.
- Time Range
- Studies from the last decade (relative to the review's publication date).
- Geography
- European Union Member States