This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are…

Entry into school represents as much a challenge for children as it does for their parents. The authors examined the ways in which transition practices help children and their families feel prepared for school entry, as measured by the child's emotional adaptation during the first days in class and the family's sense of being prepared for this…

Based on the success of the Welcome to Kindergarten™ initiative, The Learning Partnership (TLP), a national advocacy organization for public education, initiated a pilot project called Family and Community Engagement Strategy (FACES), in the three Ontario communities of Cornwall, Durham and Sudbury. The overall goal of the FACES Project, funded by…

The effectiveness of dual-language book reading in culturally and linguistically diverse classrooms is largely uncontested. Yet there are repeated calls for more research to determine how this resource can be used more broadly and effectively by teachers, especially in emergent-literacy learning contexts. In the present study we analysed…

Family involvement in children's math education is critical to helping kids succeed. "Helping Children Be Successful in Math" explains why--and how. (Contains 5 endnotes.) [Abstract modified to meet ERIC guidelines. This document was produced by DreamBox Learning, Inc.]