Perspectives on Transitions in Schooling and Instructional Practice

Front Cover
Susan E. Elliott-Johns, Daniel H. Jarvis
University of Toronto Press, Jan 1, 2013 - Education - 527 pages

Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition.

The book is divided into four sections, representing the four main transitions in formal schooling: Early Years (Home, Pre-school, and Kindergarten) to Early Elementary (Grades 1 3); Early Elementary to Late Elementary (Grades 4 8); Late Elementary to Secondary (Grades 9 12); and Secondary to Post-Secondary (College and University). A coda draws together over-arching themes from throughout the text to provide recommendations and a visual model that captures their interactions.

Combining theoretical approaches with practical examples of school-based initiatives, this book will appeal to those involved in supporting either the student experience (both academically and emotionally) or teacher professional learning and growth.

 

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Contents

Introduction
3
Successful Transitioning to a FullDay Early LearningKindergarten
13
Transition to the First Year of School in Singapore
27
Young Childrens Experience of Starting School in an Area
49
Effecting
73
How Educators Promote
105
Teachers Voices on Transitions in Classroom Reading
118
Scaffolded LiteracyAssessment and a Model for Teachers
138
Establishing Successful Transitions for Intermediate Students
261
Exploring a Family of Schools Model for CrossPanel
293
Transitioning into Visual Approaches
320
Examining the Linguistic
347
A Transition of World Views
369
Secondary Grades 912 to Postsecondary
397
Student Transitions from Secondary to College Mathematics
434
Cultivating the Capacity to Embrace
466

Transitions in Elementary Mathematics Instruction
156
Fostering the Transition to Effective Teaching Practices
185
Late Elementary Grades 48 to Secondary Grades 912
213
Stakeholder Perceptions Associated with the Transition
242
Supporting Students and Teachers within and across
486
Index
495
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About the author (2013)

Susan E. Elliott-Johns is an associate professor in the Schulich School of Education at Nipissing University.

Daniel H. Jarvis is a professor in the Schulich School of Education at Nipissing University.

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