A comparative study in China and Australia of parental engagement in transition to school
This is a comparative study conducted in both China and Australia examining parental engagement in transition to school; investigating parents' perceptions and engagement, and influencing factors. A mixed methods approach was applied to collecting and analyzing both quantitative and qualitative data in Beijing, China and Queensland, Australia. The results show that Chinese and Australian parents engaged differently in transition practices. Bronfenbrenner's bioecological theory and PPCT model, was used to frame how Chinese and Australian parents' transition engagement is influenced by Person factors (children's characteristics, parents' role construction, self efficacy, time and energy, and school and transition experiences) and Context factors (kindergarten, school, and teacher influence, social influence, policy influence, and societal and cultural influence) This study further contributes to the international education context by comparing parental engagement under globalization.