TY  - BOOK
AU  - Elliott-Johns,Susan E.
AU  - Jarvis,Daniel
TI  - Perspectives on transitions in schooling and instructional practice /edited by Susan E. Elliott-Johns and Daniel H. Jarvis
SN  - 9781442667105
AV  - LB14 .P477 2013
PY  - 2013///
CY  - Toronto [Ontario]
PB  - University of Toronto Press
KW  - Articulation (Education)
KW  - Effective teaching
KW  - Student adjustment
KW  - School improvement programs
KW  - Educational change
KW  - Electronic Books
N1  - 2; Part I: Early Years (Home/Preschool/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 and Leslie Telfer --; 2 Transition to the First Year of School in Singapore; Lay See Yeo --; 3 Young Children's Experience of Starting School in an Area of Socio-economic Disadvantage; Amber Jackson and Jennifer Cartmel --; 4 Ready Together --; Transition to School Program: Effecting Positive Outcomes for Children, Their Families, Schools, and the Community; Michele Binstadt; 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 and Kelsey Augst Felton --; 6 Teachers' Voices on Transitions in Classroom Reading Instruction; Susan E. Elliott-Johns --; 7 Scaffolded LiteracyAssessment and a Model for Teachers' Professional Development; Lyn Sharratt --; 8 Transitions in Elementary Mathematics Instruction; Marian Small --; 9 Fostering the Transition to Effective Teaching Practices in Inclusive Classrooms; Anne Jordan; 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 --; 11 Stakeholder Perceptions Associated with the Transition of Students from Eighth Grade to High School; Karen Choate, Gregory M. Hauser, and Thomas P. Thomas --; 12 Establishing Successful Transitions for Intermediate Students; Gianna Helling --; 13 Exploring a "Family of Schools" Model for Cross-Panel Mathematics Teacher Professional Development; Daniel H. Jarvis --; 14 The Visual Turn: Transitioning into Visual Approaches to Literacy Education; Maureen Kendrick and Jennifer Rowsell --; 15 Transitioning to Being Bilingual: Examining the Linguistic and Non-linguistic Effects of Brief Bilingual Exchanges; Callie Mady --; 16 Aboriginal Education : A Transition of World Views; Chris Hachkowski; Part IV: Secondary (Grades 9- 12) to Postsecondary (College/University). 17 Secondary to Postsecondary Transitions; Michael Fowler and Gaye Luna --; 18 Student Transitions from Secondary to College Mathematics; Trish Byers --; 19 Inspirational Transitions: Cultivating the Capacity to Embrace Technology-Enhanced Learning and Teaching; Rob Graham --; Coda: Supporting Students and Teachers within and across Transitional Spaces; Susan E. Elliott-Johns and Daniel H. Jarvis; 2; b
N2  - Annotation; 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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