Perspectives on Transitions in Schooling and Instructional Practice

Edited by Susan E. Elliott-Johns and Daniel H. Jarvis

© 2013

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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Product Details

  • Division: Scholarly Publishing
  • World Rights
  • Page Count: 552 pages
  • Illustrations: 12
  • Dimensions: 6.0in x 1.0in x 9.0in
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SKU# SP003650

  • PUBLISHED OCT 2013

    From: $40.76

    Regular Price: $47.95

    ISBN 9781442614819
  • PUBLISHED NOV 2013

    From: $75.00

    Regular Price: $100.00

    ISBN 9781442647046
  • PUBLISHED DEC 2013

    From: $40.76

    Regular Price: $47.95

Quick Overview

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.

Perspectives on Transitions in Schooling and Instructional Practice

Edited by Susan E. Elliott-Johns and Daniel H. Jarvis

© 2013

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.

Continue Reading Read Less

Product Details

  • Division: Scholarly Publishing
  • World Rights
  • Page Count: 552 pages
  • Illustrations: 12
  • Dimensions: 6.0in x 1.0in x 9.0in
  • Reviews

    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
  • Author Information

    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.
  • Table of contents

    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

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