Franklin

Perspectives on Transitions in Schooling and Instructional Practice / Susan E. Elliott-Johns, Daniel H. Jarvis.

Publication:
Toronto : University of Toronto Press, [2017]
Format/Description:
Book
1 online resource : 13 figures
Contained In:
De Gruyter University Press Library.
Status/Location:
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Details

Subjects:
Articulation (Education).
Effective teaching.
School improvement programs.
Student adjustment.
Local subjects:
DISCOUNT-B. (search)
Language:
In English.
System Details:
Mode of access: Internet via World Wide Web.
text file PDF
Summary:
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.
Contents:
Frontmatter
Contents
List of Tables and Figures
Acknowledgments
About the Contributors
Introduction
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
2. Transition to the First Year of School in Singapore
3. Young Children's Experience of Starting School in an Area of Socio-economic Disadvantage
4. Ready Together - Transition to School Program: Effecting Positive Outcomes for Children, Their Families, Schools, and the Community
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
6. Teachers' Voices on Transitions in Classroom Reading Instruction
7. Scaffolded Literacy Assessment and a Model for Teachers' Professional Development
8. Transitions in Elementary Mathematics Instruction
9. Fostering the Transition to Effective Teaching Practices in Inclusive Classrooms
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
11. Stakeholder Perceptions Associated with the Transition of Students from Eighth Grade to High School
12. Establishing Successful Transitions for Intermediate Students
13. Exploring a "Family of Schools" Model for Cross-Panel Mathematics Teacher Professional Development
14. The Visual Turn: Transitioning into Visual Approaches to Literacy Education
15. Transitioning to Being Bilingual: Examining the Linguistic and Non-linguistic Effects of Brief Bilingual Exchanges
16. Aboriginal Education: A Transition of World Views
Part IV. Secondary (Grades 9-12) to Postsecondary (College/University)
17. Secondary to Postsecondary Transitions
18. Student Transitions from Secondary to College Mathematics
19. Inspirational Transitions: Cultivating the Capacity to Embrace Technology-Enhanced Learning and Teaching
Coda: Supporting Students and Teachers within and across Transitional Spaces
Index
Notes:
Description based on online resource; title from PDF title page (publisher's Web site, viewed 13. Sep 2017)
Contributor:
Elliott-Johns, Susan E.
Jarvis, Daniel H.
De Gruyter.
ISBN:
9781442667105
OCLC:
1004879410
Publisher Number:
10.3138/9781442667105 doi
Access Restriction:
Restricted for use by site license.