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dc.contributor.authorJindal-Snape, Divya
dc.contributor.authorSymonds, Jennifer
dc.contributor.authorHannah, Elizabeth F. S.
dc.contributor.authorBarlow, William
dc.date.accessioned2021-03-19T12:01:01Z
dc.date.available2021-03-19T12:01:01Z
dc.date.issued2021-03-17
dc.identifier.citationJindal-Snape , D , Symonds , J , Hannah , E F S & Barlow , W 2021 , ' Conceptualising primary-secondary school transitions : A systematic mapping review of worldviews, theories and frameworks ' , Frontiers In Education , vol. 6 , 540027 . https://doi.org/10.3389/feduc.2021.540027en
dc.identifier.issn2504-284X
dc.identifier.otherPURE: 187675430
dc.identifier.otherPURE UUID: 1b92c23a-5a4d-4632-826a-129e1232e2ac
dc.identifier.otherScopus: 85103409110
dc.identifier.urihttps://hdl.handle.net/2164/16080
dc.format.extent15
dc.language.isoeng
dc.relation.ispartofFrontiers In Educationen
dc.rightsCopyright © 2021 Jindal-Snape, Symonds, Hannah and Barlow. This is an openaccess article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms https://creativecommons.org/licenses/by/4.0/en
dc.subjectprimary-secondary school transitionsen
dc.subjectconceptualisationen
dc.subjecttheoryen
dc.subjectdiscourseen
dc.subjectontologyen
dc.subjectsystematic mapping reviewen
dc.subjectL Educationen
dc.subject.lccLen
dc.titleConceptualising primary-secondary school transitions : A systematic mapping review of worldviews, theories and frameworksen
dc.typeJournal articleen
dc.contributor.institutionUniversity of Aberdeen.Education (Research Theme)en
dc.contributor.institutionUniversity of Aberdeen.Initial Teacher Education (ITE)en
dc.contributor.institutionUniversity of Aberdeen.Educationen
dc.description.statusPeer revieweden
dc.description.versionPublisher PDFen
dc.identifier.doihttps://doi.org/10.3389/feduc.2021.540027


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