ISBN Perspectives on Transitions in Schooling and Instructional Practice book English 552 pages

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.

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.

“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