Perspectives on transitions in schooling and instructional practice

Resource Information

The work Perspectives on transitions in schooling and instructional practice represents a distinct intellectual or artistic creation found in Boston University Libraries. This resource is a combination of several types including: Work, Language Material, Books.

Label

Perspectives on transitions in schooling and instructional practice

Statement of responsibility

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

Contributor

• Jarvis, Daniel
• JSTOR
• Elliott-Johns, Susan E.

Author

• Jarvis, Daniel
• Elliott-Johns, Susan E.

Editor

• Jarvis, Daniel
• Elliott-Johns, Susan E.

Provider

• JSTOR

Writer of introduction

• Jarvis, Daniel
• Elliott-Johns, Susan E.

Subject

• EDUCATION -- Administration | General
• EDUCATION -- Essays
• EDUCATION -- Organizations & Institutions
• Effective teaching
• Effective teaching
• Electronic resources
• School improvement programs
• School improvement programs
• Student adjustment
• Articulation (Education)
• Student adjustment
• Articulation (Education)

Language

eng

Summary

Annotation

Cataloging source

CAUOI

Index

index present

LC call number

LB14.7

LC item number

.P47 2013eb

Literary form

non fiction

Nature of contents

• dictionaries
• bibliography

Summary expansion

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