Perspectives on Transitions in Schooling and Instructional Practice

Perspectives on Transitions in Schooling and Instructional Practice

Weight 0.00 lbs
Edited by Susan E. Elliott-Johns and Daniel H. Jarvis
University of Toronto Press, Scholarly Publishing Division © 2013
World Rights
552 Pages 12 Images
Paper
ISBN 9781442614819
Published Oct 2013
Online discount: 15%
 $45.95    $39.06
Cloth
ISBN 9781442647046
Published Nov 2013
Online discount: 25%
 $97.00    $72.75
ebook (EPUB format)
ISBN 9781442667112
Published Dec 2013
Online discount: 26%
Full purchase $45.95
  $33.95
Description
Author
Contents
Reviews

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.

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.

Acknowledgements

List of Figures

List of Tables

About the Contributors

Introduction
Susan E. Elliott-Johns (Nipissing University, Schulich School of Education) and Daniel H. Jarvis (Nipissing University, Schulich School of Education)

Part I: Early Years (Home/Pre-school/Kindergarten) to Early Elementary (Grades 1–3)

1. Successful Transitioning to a Full-Day Early Learning Kindergarten Program in Ontario: The Principal is Pivotal
Maria Cantalini-Williams (Nipissing University, Schulich School of Education) and Leslie Telfer (Superintendent Of Education:Brant Haldimand Norfolk Catholic District School Board)

2. Transition to the First Year of School in Singapore
Lay See Yeo (National Institute of Education Singapore, Psychological Studies)

3. Young Children’s Experience of Starting School in an Area of Socio-Economic Disadvantage
Amber Jackson (Griffith University, School of Human Services and Social Work) and Jennifer Cartmel (Griffith University, School of Human Services and Social Work)

4. “Ready Together–Transition to School” Program: Effecting Positive Outcomes for Children, their Families, Schools, and the Community
Michele Binstadt (Creche & Kindergarten College)

Part II: Early Elementary (Grades 1–3) to Late Elementary (Grades 4–8)

5. The Other Primary Transition: How Educators Promote Optimal Transitions during Elementary School
Patrick Akos (University of North Carolina, School of Education) and Kelsey Augst Felton (School Counselor, Hilburn Drive Academy North Carolina)

6. Teachers’ Voices on Transitions in Classroom Reading Instruction
Susan E. Elliott-Johns (Nipissing University, Schulich School of Education)

7. Scaffolded LiteracyAssessment and a Model for Teachers’ Professional Development
Lyn Sharratt (OISE/University of Toronto, Theory and Policy Studies)

8. Transitions in Elementary Mathematics Instruction
Marian Small (International Professional Development Consultant for Improved Mathematics Education)

9. Fostering the Transition to Effective Teaching Practices in Inclusive Classrooms
Anne Jordan (OISE/University of Toronto)

Part III: Late Elementary (Grades 4–8) to Secondary (Grades 9–12)

10. Supporting Students in the Transition to High School: The Role of Self-Regulated Learning
Dawn Buzza (Wilfrid Laurier, Education)

11. Stakeholder Perceptions Associated with the Transition of Students from Eighth Grade to High School
Karen Choate (Roosevelt University, Educational Leadership), Gregory M. Hauser (Roosevelt University, Educational Leadership), and Thomas P. Thomas (Roosevelt University, Secondary Education)

12. Establishing Successful Transitions for Intermediate Students
Gianna Helling (Principal at Toronto Catholic District School Board)

13. Exploring a “Family of Schools” Model for Cross-Panel Mathematics Teacher Professional Development
Daniel H. Jarvis (Nipissing University, Schulich School of Education)

14. The Visual Turn: Transitioning into Visual Approaches to Literacy Education
Maureen Kendrick (University of British Columbia, Language and Literacy Education) and Jennifer Rowsell (Brock University, Teacher Education)

15. Transitioning to Being Bilingual: Examining the Linguistic and Non-Linguistic Effects of Brief Bilingual Exchanges
Callie Mady (Nipissing University, Schulich School of Education)

16. Aboriginal Education: A Transition of Worldviews
Chris Hachkowski (Nipissing University, Schulich School of Education)

Part IV: Secondary (Grades 9–12) to Postsecondary (College/University)

17. Secondary to Postsecondary Transitions
Michael Fowler (Northern Arizona University, Distance Learning) and Gaye Luna (Northern Arizona University College of Education)

18. Student Transitions from Secondary to College Mathematics
Trish Byers (Georgian College, Mathematics)

19. Inspirational Transitions: Cultivating the Capacity to Embrace Technology-Enhanced Learning and Teaching
Rob Graham (Nipissing University, Schulich School of Education)

20. Coda: Supporting Students and Teachers Within and Across Transitional Spaces
Susan E. Elliott-Johns (Nipissing University, Schulich School of Education) and Daniel H. Jarvis (Nipissing University, Schulich School of Education)

Index

Perspectives on Transitions in Schooling and Instructional Practice is a major contribution to scholarship that presents, in one book, transitions in schooling and instructional practice across a continuum of educational years. As such, the reader does not have a pinhole understanding of the content, but can understand the importance of each stage of education and its contribution to the next stage.”

Ann Marie Hill, Professor of Technological Education, Faculty of Education, Queen’s University

Perspectives on Transitions in Schooling and Instructional Practice addresses transition from many perspectives, resulting in breadth and depth of insight and practical examples of initiatives in response to reforms and changes in education. This book will make a valuable addition to initial teacher education and professional development reading lists.”

Kay Margetts, Associate Professor in Early Childhood Studies, Melbourne Graduate School of Education, University of Melbourne