# 1011758

Perspectives on Transitions in Schooling and Instructional Practice


Εκδότης: University of Toronto Press
ISBN: 9781442614819
Αριθμός Σελίδων: 552
Διαστάσεις: 23x3x15
Έτος Έκδοσης: 2013

Σύνοψη του βιβλίου "Perspectives on Transitions in Schooling and Instructional Practice"

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.


Κατηγορία: κοινωνιολογία
ISBN: 9781442614819
Ημερ/νία έκδοσης: 24/10/2013
Εξώφυλλο: Paperback / softback
Σελίδες: 552
Συντελεστές: Edited by: Susan E. Elliott-Johns, Edited by: Daniel H. Jarvis
Τόπος έκδοσης: Toronto
Χώρα έκδοσης: Canada
Βάρος βιβλίου: 740 gr
Διαστάσεις βιβλίου: 23x3x15 cm
Λεπτομέρειες εικονογράφησης: 13 figures; 12 Illustrations, unspecified

Περιεχόμενα

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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