Perspectives on Transitions in Schooling and Instructional Practice

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