Journal articles: 'Early School Experiences'

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Pratt, Chris, and Alison F. Garton. "Early Literacy Development and School Entry." Australian Educational and Developmental Psychologist 5, no. 1 (1988): 16–20. http://dx.doi.org/10.1017/s0816512200025773.

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In this paper we wish to put forward the argument that when one is considering the development of literacy in children, it is essential to consider both spoken and written language within the same integrated perspective. We also intend to argue that examining literacy from this perspective implies educators must meet the challenge of avoiding major discontinuities of experience for children. Further, given the large individual differences in children's development, we argue that the actual age of school entry is of little inportance. Of far greater importance is the provision of educational programmes that take account of the different experiences of individual children.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.

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Laverick, DeAnna M. "Starting School: Welcoming Young Children and Families into Early School Experiences." Early Childhood Education Journal 35, no. 4 (2007): 321–26. http://dx.doi.org/10.1007/s10643-007-0201-8.

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Potter, Gillian, and Freda Briggs. "Children Talk about their Early Experiences at School." Australasian Journal of Early Childhood 28, no. 3 (2003): 44–49. http://dx.doi.org/10.1177/183693910302800308.

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Pignon, Baptiste, Pierre A. Geoffroy, Axelle Gharib, et al. "Very early hallucinatory experiences: a school‐based study." Journal of Child Psychology and Psychiatry 59, no. 1 (2017): 68–75. http://dx.doi.org/10.1111/jcpp.12780.

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Santos, Sofia A., Cosmin Nada, Eunice Macedo, and Helena C. Araújo. "What do young adults’ educational experiences tell us about Early School Leaving processes?" European Educational Research Journal 19, no. 5 (2020): 463–81. http://dx.doi.org/10.1177/1474904120946885.

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What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

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Mahony, Linda, Leigh Disney, Sara Griffiths, Helen Hazard, and Georgie Nutton. "Straddling the divide: Early years preservice teachers’ experiences working within dual policy contexts." Australasian Journal of Early Childhood 45, no. 2 (2020): 183–96. http://dx.doi.org/10.1177/1836939120918501.

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This study explored the lived experiences of 20 Australian early childhood preservice teachers while on practical experience placement and examined the factors that informed their pedagogical experiences when working across both prior-to-school and school settings. Transcripts from interviews were analysed using grounded theory-informed methodology. Findings highlighted that preservice teachers’ prior experiences, and their experiences during placement, shaped their perspectives and pedagogical decisions when working across the two education contexts. Findings showed a disparity between preservice teachers’ practical experiences on placement in prior-to-school and school settings. Understanding the discontinuities for early childhood preservice teachers between the two education environments is instructive for theoretical knowledge, content design of tertiary degrees and the support needed for successful transference of skills and induction into early childhood teaching contexts. Close work with industry partners is needed on mentorship and explicit application of early childhood technical knowledge in differing curricula environments.

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Hansen, Laurie E. "Early Childhood Corner: ABCs of Early Mathematics Experiences." Teaching Children Mathematics 12, no. 4 (2005): 208–12. http://dx.doi.org/10.5951/tcm.12.4.0208.

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Children begin to develop mathematical thinking long before they enter school. This acquisition occurs in a very natural way as children interact with the environment and their caregivers. Everyday experiences often lend themselves directly to learning mathematics. Planning meals, taking a bath, reading together, playing, and experiencing daily excursions are just a few examples of the daily opportunities children have to count, recognize shapes and numbers, and play with volume and measurement. Nurturing children's natural curiosity about, and aptitude in, mathematics at an early age is of utmost importance. A little encouragement can go a long way. Lozano and Medearis (1997) point out that young children's early experiences should be hands-on and meaningful.

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Schaefer, Mary Beth, and Lourdes M. Rivera. "Educational Experiences That Matter to Seniors Graduating From an Urban Early College High School." Urban Education 55, no. 3 (2016): 448–75. http://dx.doi.org/10.1177/0042085916654526.

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Preparing underrepresented students in urban settings for college and career is the focus of this study: Nine students graduating from a diverse, urban early college high school describe their experiences. Using narrative inquiry methods, conversations from nine students are examined to uncover crucial points of convergence: all nine engaged in self-awareness, developed relationships with people, looked toward the future, embraced school as a place of learning, and experienced school as “family.” Powerful experiences unique to each student are also highlighted. From students themselves, researchers and educators can learn what it takes to graduate high school ready for college and career.

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Ntinda, Kayi, S’lungile K. Thwala, and Thulile P. Dlamini. "Lived experiences of school-going early mothers in Swaziland." Journal of Psychology in Africa 26, no. 6 (2016): 546–50. http://dx.doi.org/10.1080/14330237.2016.1250413.

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Ongaga, Kennedy O. "Students’ Learning Experiences in an Early College High School." Peabody Journal of Education 85, no. 3 (2010): 375–88. http://dx.doi.org/10.1080/0161956x.2010.491708.

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Mallinson, Daniel J. "Lessons on Running a Laboratory Experiment (in Graduate School)." PS: Political Science & Politics 51, no. 02 (2018): 406–9. http://dx.doi.org/10.1017/s1049096517002062.

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ABSTRACTExperimentation has taken on a new life in political science. As the use of experimental methods proliferates, it is important for researchers to share their experiences and best practices, particularly with early-career researchers. This article provides reflections from practical experience in the laboratory, particularly geared toward graduate students and early-career researchers who are conducting their first laboratory experiment. These lessons do not apply only to first-time experimenters. Experiences are presented regarding time management, using confederates and deception, incentivizing participation, and keeping a laboratory notebook. Finally, early-career researchers are encouraged to “go for it” if the methods are appropriate to their research question.

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Flory, Sara Barnard. "Early Career Experiences of Physical Education Teachers in Urban Schools." Journal of Teaching in Physical Education 34, no. 4 (2015): 661–79. http://dx.doi.org/10.1123/jtpe.2014-0109.

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The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.

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Adams, Tempestt R., Brian K. Williams, and Chance W. Lewis. "“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School." Journal of Advanced Academics 31, no. 1 (2019): 14–34. http://dx.doi.org/10.1177/1932202x19860210.

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Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.

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Howard, Damien. "Family, Friends and Teachers: Why Indigenous Students Stay at or Leave School." Australian Journal of Indigenous Education 30, no. 2 (2002): 8–12. http://dx.doi.org/10.1017/s1326011100001423.

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This paper considers the comments made Indigenous adults returning to school about their earlier experiences at school. They were written by Indigenous people who have chosen to return to education in the Northern Territory after leaving school early. They reflect the variety of factors which contributed to their motivation to stay at school when younger, or to leave school early.Fifty-two (52) Indigenous students wrote comments on their earlier school experiences. They came from all around Australia and ranged in age from late teens to early forties. What they experienced at different places and at different times was remarkably similar. It would seem overt discrimination was more prominent in times past and has become more subtle in recent times.

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Schoon, Ingrid, and Kathryn Duckworth. "Leaving School Early – and Making It!" European Psychologist 15, no. 4 (2010): 283–92. http://dx.doi.org/10.1027/1016-9040/a000063.

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Leaving school early is generally associated with relative poor adult outcomes, as indicated by relative low social status, reduced earnings, and poor mental health. Yet, not all young people leaving school early are failing to make it. Some are able to find continuous employment and achieve financial independence. Comparing the experiences of two British Birth cohorts born in 1958 and 1970, respectively, this study examines the trajectories of young people leaving school early, and identifies factors associated with a successful transition, that is achieving financial independence. The study comprises 11,219 individuals born in 1958 and 9,541 born in 1970 following their lives from childhood into adulthood. While the majority of young people born in 1958 left school at age 16 to enter the labor market, increasing numbers of young people born in 1970 are participating in further and higher education. In both cohorts those young people who left school early and who succeeded in reaching financial independence by age 34 showed higher school motivation than those who failed to make it. The findings highlight the importance of building up positive attitudes for learning among children and their parents, as these factors have long-term beneficial effects, even for those who are leaving school early. Moreover, the role of macro-economic circumstances has to be acknowledged for a better understanding of variation in transition experiences in times of social change.

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Berry, Robert Q. "Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys." Journal for Research in Mathematics Education 39, no. 5 (2008): 464–88. http://dx.doi.org/10.5951/jresematheduc.39.5.0464.

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This article is about 8 African American middle school boys who have experienced success in mathematics. Working within a phenomenological methodological framework, the researcher investigated the limitations these students encounter and the compensating factors they experience. Critical race theory was the theoretical framework for this study; counter-storytelling was utilized to capture the boys' experiences, which is in stark contrast to the dominant literature concerning African American males and mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities.

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Edmunds, Julie A., Nina Arshavsky, Karla Lewis, Beth Thrift, Fatih Unlu, and Jane Furey. "Preparing Students for College: Lessons Learned From the Early College." NASSP Bulletin 101, no. 2 (2017): 117–41. http://dx.doi.org/10.1177/0192636517713848.

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This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.

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Burbank, Mary D., Melissa M. Goldsmith, Jennifer Spikner, and Koeun Park. "Montessori Education and a Neighborhood School." Journal of Montessori Research 6, no. 1 (2020): 1–18. http://dx.doi.org/10.17161/jomr.v6i1.8539.

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Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

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Shintaku, Hazuki, Hiromi Kawasaki, Satoko Yamasaki, Yoshihiro Murata, Luoming Huang, and Masayuki Kakehashi. "Investigation of the Relationship Between Disaster Experiences and Disaster Measures: Potential for Specific Measures Against Disasters." Prehospital and Disaster Medicine 34, s1 (2019): s143. http://dx.doi.org/10.1017/s1049023x19003170.

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Introduction:Japan is known worldwide as an earthquake-prone country, and large-scale landslide disasters have occurred frequently in recent years. Early preparation is essential for taking precise action in case of an emergency. People with disaster experience are often discussed in the importance of evacuation drills. However, most people have no disaster experience, so awareness of disaster countermeasures is desirable for non-experienced people.Aim:To clarify the concerns of non-experienced people and consider how to strengthen disaster measures as an evacuation drill host or educator.Methods:From February to March 2018, we enrolled teachers and parents whose children attend Hiroshima City Elementary School. Based on disaster experiences, we divided them into two groups, non-experienced and experienced, and a comparison of measures was performed between them. We used SPSS ver.22 and did a chi-square test.Results:There were 1,702 valid responses (145 teachers and 1,557 parents); 1,406 were non-experienced, and 289 were experienced. The issues both groups were most concerned about were “children’s safety at school” (non-experienced 61.7%, experienced 57.3%), “securing food and drink at school” (39.0%, 3.3.9%), “acceptance and distribution of relief supplies” (28.1%, 2.6.6%), and “resident evacuation” (25.4%, 2.4.0%). The experienced were most concerned with “children’s mental care” (60.2%), and the non-experienced were most concerned with “children’s safety at school” (61.7%).Discussion:Regardless of experience, parents tend to be deeply concerned about all things pertaining to their children. Physical safety, as well as psychological needs, were of high importance. For non-experienced, we should develop interest by focusing on children’s needs when writing manuals for disaster measures and evacuation drills. Therefore, future projects to strengthen awareness of disaster prevention for the non-experienced should focus on three key issues: “step-by-step approaches for children,” “physiological needs,” and “safety of schools and shelters.”

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Gatsi, Roswitta, Margaret Funke Omidire, and Salome Human-Vogel. "Conceptualization of the Premature School Exit Phenomenon in Mashonaland Region of Zimbabwe: The Voice of Early School Leavers." Journal of Black Psychology 46, no. 2-3 (2020): 228–60. http://dx.doi.org/10.1177/0095798420908458.

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School dropout is a major cause of attrition in schools globally, and its implications could be far-reaching. Evidence from previous studies has shown that the voice of those who have lived experiences of the phenomenon is missing. The present study investigated early school leavers’ conceptualization of school dropout from a Zimbabwean perspective. Twenty-two early school leavers from three sites in Zimbabwe participated in the study. The data collection strategies included focus group discussions, interviews, and life-story narratives. The findings indicated the need for an expanded definition of school dropout that goes beyond physical withdrawal from school. School dropout was understood as a traumatic personal experience, with psychological implications. It entailed deprivation of a meaningful future, retrieval of painful memories of school life, and a reflection of unresolved inequity in the education system. School policies and practices in the Zimbabwean education system should, thus, be sensitive to equity needs and provide professional counselling support to those affected and their families. Furthermore, skilled and emotionally stable personnel should be responsible for the country’s education system and economy.

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Morphet, Janice Rosina, and Sule Takmaz Nisancioglu. "Early experiences of women and planning initiatives 1980-1990." Town Planning Review: Volume ahead-of-print ahead-of-print (August 1, 2020): 1–21. http://dx.doi.org/10.3828/tpr.2021.4.

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This paper discusses gender planning initiatives from the 1980s to the 1990s based on the experiences in London of two practising planners when local authorities began discussing gender-sensitive cities and developed specific actions and planning policies, women’s committees and women’s officers in planning departments. The first experience in the early 1980s introduced women into mainstream discourse particularly through the Town and Country Planning Summer School. The second describes Open Sesame, a project in Haringey. These experiences are contextualised in the GLC promotion of women’s issues through their Women’s Committee. It concludes with a discussion of the current position of women in planning.

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Cherney, Isabelle, Laura Douglas, Ellen Fischer, and Russell Olwell. "Early College High School/Dual Enrollment 2.0." Metropolitan Universities 31, no. 2 (2020): 18–32. http://dx.doi.org/10.18060/23815.

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Urban and Metropolitan Colleges and Universities often serve a population that can benefit from an early college strategy. Colleges serving first-generation and low-income students often have lower retention and graduation rates than their peer institutions, as students from large urban public high schools can struggle to navigate the college classrooms and support system. While students may have achieved respectable GPAs and test scores in their high school buildings, they can fail to translate these skills at the college level, finding themselves on academic probation or worse. As researcher Anthony Jack has described in his landmark study, The Privileged Poor, students coming from large, urban districts are doubly disadvantaged by their experiences in schools; the skills that have allowed these students to get through their high schools are counterproductive at the college level (Jack, 2019). Using an evidence-based approach, programs being launched now by colleges and universities focus on the core missions of early college and dual enrollment programs, connecting youth less likely to attend college directly out of high school with powerful programming that propels them towards successful completion of degrees and to the start of their career. This article presents perspectives from a range of institutions (high school, two-year institutions, four-year institutions, and philanthropic investors) that are rethinking these models to maximize community impact and affordability to students and families.

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Lim,Young-Ju and Jo Hea-Soog. "Experiences of After-school Class Caring by Married Early Childhood Teachers with Parenting Experiences." Journal of Educational Innovation Research 26, no. 2 (2016): 201–29. http://dx.doi.org/10.21024/pnuedi.26.2.201608.201.

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Upchurch, Dawn M. "Early Schooling and Childbearing Experiences: Implications for Postsecondary School Attendance." Journal of Research on Adolescence 3, no. 4 (1993): 423–43. http://dx.doi.org/10.1207/s15327795jra0304_6.

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Bell, Megan F., Rebecca Glauert, Jeneva L. Ohan, David B. Preen, and Donna M. Bayliss. "Early school suspensions for children with adverse childhood experiences (ACEs)." Journal of Applied Developmental Psychology 76 (July 2021): 101300. http://dx.doi.org/10.1016/j.appdev.2021.101300.

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Cosner, Shelby, Craig De Voto, and April Andry Rah’man. "Drawing in the School Context as a Learning Resource in School Leader Development: Application-Oriented Projects in Active Learning Designs." Journal of Research on Leadership Education 13, no. 3 (2018): 238–55. http://dx.doi.org/10.1177/1942775118763872.

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This article investigates a yearlong professional development experience provided to two cohorts within a doctoral program for early career school leaders. Drawing from situated learning theory, we examined one aspect of this program’s pedagogy, which centers on the use of field-based application-oriented projects that leaders must take up in their school settings. From this investigation, we identified and reported two key elements of the school context that were regularly drawn into leaders’ application-oriented learning experiences. We also illustratively highlight several of the authentic leadership consideration and practice experiences that were enabled.

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Benner, Aprile D., Yang Hou, and Kristina M. Jackson. "The Consequences of Friend-Related Stress Across Early Adolescence." Journal of Early Adolescence 40, no. 2 (2019): 249–72. http://dx.doi.org/10.1177/0272431619833489.

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The current study investigated early adolescents’ experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.

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Carter, Erik W., Diane Austin, and Audrey A. Trainor. "Factors Associated With the Early Work Experiences of Adolescents With Severe Disabilities." Intellectual and Developmental Disabilities 49, no. 4 (2011): 233–47. http://dx.doi.org/10.1352/1934-9556-49.4.233.

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Abstract The early work experiences of a nationally representative sample of youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored the extent to which various student-, family-, school-, and community-level factors were associated with paid work experiences during high school. Findings highlight the elusiveness of early work experiences for many youth with severe disabilities and call attention to malleable factors that may play a role in shaping employment success during high school. Recommendations for research and practice are highlighted.

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Bledsoe, Kenya G., Joy J. Burnham, Ryan M. Cook, Madeline Clark, and Alan L. Webb. "A Phenomenological Study of Early Career School Counselor Clinical Supervision Experiences." Professional School Counseling 25, no. 1 (2021): 2156759X2199714. http://dx.doi.org/10.1177/2156759x21997143.

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Researchers conducted a qualitative, phenomenological investigation of the clinical supervision experiences of nine early career school counselors using semi-structured interviews. Researchers discovered six themes and related subthemes regarding clinical supervision experiences, including (a) challenges, (b) support, (c) knowledge, (d) self-efficacy, (e) improved professional identity, and (f) improved counseling services. Implications for school counselors, counseling supervisors, and counselor educators are discussed.

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Najjar, Khadeja, Shereen C. Naser, and Katie Clonan-Roy. "Experiences of Arab heritage youth in US schools and impact on identity development." School Psychology International 40, no. 3 (2019): 251–74. http://dx.doi.org/10.1177/0143034319831057.

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To fulfill the promise of inclusive school environments that support all students, it is necessary to understand the mechanisms by which discrimination and support occur in the school setting and how these mechanisms impact student development. The current study explored ways schools facilitate supportive or marginalizing experiences for first generation Arab heritage youth in the United States and investigated how these experiences impact acculturative experiences and identity negotiation for these students. Focus groups were conducted with 21 Arab American early college students and community dwellers. Qualitative analyses revealed three mechanisms by which the school setting uniquely impacts Arab heritage student's identity negotiation in high school: 1) peer and teacher discrimination; 2) school curriculum treatment of Arab history and culture; 3) and broader school structures that allow for student cultural expression. Implications and suggestions for School Psychologists are discussed.

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Pikkarainen, Merja Tellervo, Juha T. Hakala, and Virpi-Liisa Kykyri. "Why Did They Leave School? A Self Determination Theory Perspective into Narratives of Finnish Early School Leavers." International Journal of Educational Psychology 10, no. 1 (2021): 48. http://dx.doi.org/10.17583/ijep.2021.5988.

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The present study aims to provide insights into the experiences of early school leavers within the Finnish context. We conducted a narrative inquiry among eleven early school leavers who were in prison when they were interviewed. Self Determination Theory (SDT), more specifically the concept of frustration of the three basic psychological needs of competence, relatedness and autonomy, and the tendency of people to move towards more supporting environments, was used as an interpretative tool, along with contextual information. We identified three pathways out of school, differing in the locus of need thwarting circumstances and the availability of access to transfer into a more satisfying environment. Furthermore, the experienced threat of safety was a shared element in the narrative accounts. Additionally, the findings add information about experienced indifference in the case of the participants, which is a new element in theorising the continuum of perceived need satisfaction within the terms of SDT.

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Lapadat, Judith C. "Autobiographical memories of early language and literacy development." Narrative Inquiry 14, no. 1 (2004): 113–40. http://dx.doi.org/10.1075/ni.14.1.06lap.

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The aim of this study was to apply a narrative, autobiographical approach to inquiry into the acquisition of language and literacy. This article reports the results of a qualitative analysis of nine women's written recollections of their early language and literacy development, as rooted in family, cultural, school, and community experiences and contexts, and the meanings they give to these memories. In these narratives recounted by adults about their childhood experiences, the stories are weighted with their own interpretations, and the events selected for retelling are ones that, on reflection and in the light of subsequent experience, they have come to see as formative in their lives. Key themes that participants discussed relate to the centrality of the family, their self-descriptions as avid readers, their negative perceptions of school, and their perceptions about the role of culture. Two contributions of this study are that it methodologically complements traditional observational approaches to language acquisition research, and that voices from underrepresented communities are heard. (Language Development, Literacy, Adult Learning, Narrative Analysis, Autobiographical Approach, Qualitative Research)

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Whipp, Joan L., and Lara Geronime. "Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools." Urban Education 52, no. 7 (2015): 799–828. http://dx.doi.org/10.1177/0042085915574531.

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Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling, volunteer service, and student teaching in a high-poverty urban school predicted urban commitment, employment, and retention for at least 3 years in an urban school. The regressions revealed that all three factors predicted strong urban commitment and that urban commitment strongly predicted first job location and retention.

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Cmar, Jennifer L., Michele C. McDonnall, and Kasey M. Markoski. "In-School Predictors of Postschool Employment for Youth Who Are Deaf-Blind." Career Development and Transition for Exceptional Individuals 41, no. 4 (2017): 223–33. http://dx.doi.org/10.1177/2165143417736057.

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Youth with deaf-blindness have difficulty transitioning to adulthood and experience poor employment outcomes, yet research on this population is limited. To identify predictors of postschool employment outcomes for transition-age youth who are deaf-blind, we conducted multiple logistic regression analyses using data from Waves 1 through 5 of the National Longitudinal Transition Study–2. Significant predictors of postschool employment were paid high school work experiences and parent expectations. Significant predictors of continuous employment were number of additional disabilities, vocational education services, and parent expectations. Implications for practice include educating parents about employment options early in youths’ lives, encouraging youth to obtain early work experiences, and ensuring that youth have access to vocational education services.

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Swanson, Cindy. "Learning to Attend to Children’s Familial Curriculum-Making Worlds." LEARNing Landscapes 7, no. 1 (2013): 301–17. http://dx.doi.org/10.36510/learnland.v7i1.644.

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Using autobiographical narrative inquiry (Connelly & Clandinin, 1990), I inquire into my experiences as a teacher, beginning with an inquiry into my early experiences on home and school landscapes. I explore my teacher stories to live by (Connelly & Clandinin, 1999) and inquire into how my stories have shifted and changed, over time and place. As I explore the bumping places and tensions I experience as teacher, my purpose is to show the ways I learned to attend to children’s familial curriculum-making worlds (Huber, Murphy, & Clandinin, 2011). In doing so I offer a possible counter narrative of curriculum making in schools, which honors and validates children’s stories of experiences lived and told in homes and communities.

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Aru, Sıdıka Akyüz, and Mustafa Kale. "Effects of School-related Factors and Early Learning Experiences on Mathematics Achievement “A Multilevel Analysis to Analyse the TIMSS Data”." Journal of Education and Training Studies 7, no. 4 (2019): 259. http://dx.doi.org/10.11114/jets.v7i4.3949.

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The overall aim of this study is to investigate the effect of school-related factors and early learning experiences on mathematics achievement. In this causal-comparative research, HLM analysis was performed on the data of 6378 students, their parents, and 241 school principals and primary school teachers. As a result of the HLM analysis, at the student level, learning resources at home, parent-child communication on homework/assignments, parent-child activities in early learning years, and the skills acquired during these years were found to have statistically significant effects on the mathematics academic achievement scores of primary school students. At the school level, on the other hand, the socioeconomic structure of the school, the importance that the school attaches to mathematics academic achievement and teachers’ perceptions about it, teachers’ experiences, and a safe and disciplined school environment have significant effects. These results indicate the importance of early learning experiences especially in the development of the academic performance of primary school students.

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Mueller, Delbert W. "Building a Scope and Sequence for Early Childhood Mathematics." Arithmetic Teacher 33, no. 2 (1985): 8–11. http://dx.doi.org/10.5951/at.33.2.0008.

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Educators and parents agree that some type of mathematical experience should be part of an early childhood curriculum. Nursery school and kindergarten teachers plan activities that reflect a mathematical focus, but they ask questions such as, “What mathematics is best for preprimaryaged children?” “What kinds of experiences should be offe red?” “What nonnumber activities are recommended?” “When should I introduce number?” “Is there an approved scope and sequence to follow?”

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Van Caudenberg, Rut, Noel Clycq, and Christiane Timmerman. "Feeling at home in school: Migrant youths’ narratives on school belonging in Flemish secondary education." European Educational Research Journal 19, no. 5 (2020): 428–44. http://dx.doi.org/10.1177/1474904120923184.

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In Flanders, students with a migration background are highly overrepresented in the lower-status vocational and technical tracks, experience more grade retention and school and track mobility and have a higher risk of leaving school early than their native peers. The authors aim to shed light on the complexity of school belonging and its significance in these young people’s pursuit of a diploma. The analysis focuses on the lived experiences of three young individuals and reconstructs their trajectories from their point of view to illuminate their perceptions on school belonging while they (tried to) navigate their way through secondary education. Their narratives reveal how a sense of school belonging is crucial yet difficult to find. Experiences of exclusion and struggles to claim specific educational spaces as places where they ‘belong’ often result in feelings of being an outsider rather than a valued member of the school community. The journeys through secondary education are mostly recounted as trying to find a ‘ good school’ where they could ‘ fit in’.

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Johnson, Susan Moore, Susan M. Kardos, David Kauffman, Edward Liu, and Morgaen L. Donaldson. "The support gap: New teachers' early experiences in high-income and low-income schools." education policy analysis archives 12 (October 29, 2004): 61. http://dx.doi.org/10.14507/epaa.v12n61.2004.

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In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. They find that a "support gap" exists: new teachers in low-income schools are less likely than their counterparts in high-income schools to experience timely and information-rich hiring, to benefit from mentoring and support by experienced colleagues, and to have a curriculum that is complete and aligned with state standards, yet flexible for use in the classroom. Such patterns of difference between high-income and lowincome schools warrant careful consideration because they reveal broad patterns of inequity, which can have severe consequences for low-income students. Survey data for this study were collected from random samples of teachers in five states. One survey, focusing on hiring practices and teachers’ relationships with colleagues, was administered to 374 first-year and secondyear teachers in Florida, Massachusetts, and Michigan. A second survey, focusing on curriculum, was administered to 295 second-year elementary school teachers in Massachusetts, North Carolina, and Washington. The inequitable patterns of support for teachers reported here have important implications for the work of state policymakers, school district administrators, and principals. The authors describe these and offer recommendations for policy and practice in the conclusion.

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Schickedanz, Judith A. "Early Education and Care: Beginnings." Journal of Education 177, no. 3 (1995): 1–7. http://dx.doi.org/10.1177/002205749517700301.

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The importance of the earliest years of life has been recognized throughout history. Many philosophers and religious leaders have commented on the power of early experiences to affect the rest of a child's life. Early education leaders sometimes provided manuals and other materials to assist parents in educating their children at home, but schools for children under six are a very recent phenomenon. During the twentieth century, education for young children under six has become increasingly common, but this level of education is still not an integral part of most school systems. Perhaps the twenty-first century will see the development of seamless early childhood programs, preschool through third grade.

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Arthur, Leonie, and Laurie Makin. "High Quality Early Literacy Programs." Australasian Journal of Early Childhood 26, no. 2 (2001): 14–19. http://dx.doi.org/10.1177/183693910102600204.

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There is an increasing recognition of the importance of literacy learning in the years before school. Key principles of high quality literacy programs for young children have been developed as the result of a recent study of 79 preschool and long day care centres in New South Wales. These principles include communicating with families about literacy, building on children's home experiences, planning to support individual literacy needs, integrating literacy experiences across the curriculum, and adult—child interactions that scaffold literacy understandings.

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Hos, Rabia, Halil Ibrahim Cinarbas, and Hatice Yagci. "A Head-Start to Teaching." International Journal of Teacher Education and Professional Development 2, no. 2 (2019): 68–84. http://dx.doi.org/10.4018/ijtepd.2019070105.

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This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early field experiences are critical in forming the pre-service teacher beliefs and philosophies of pre-service teachers, so they should be designed carefully to meet their needs.

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Collier, Simone, India Bryce, Karen Trimmer, and Govind Krishnamoorthy. "Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature." Children Australia 45, no. 4 (2020): 258–65. http://dx.doi.org/10.1017/cha.2020.53.

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AbstractIntegral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.

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Dube, Misheck. "Poverty, Gender and Primary Education: Experiences of Learners in Elandskop, KwaZulu Natal." Global Journal of Health Science 11, no. 5 (2019): 67. http://dx.doi.org/10.5539/gjhs.v11n5p67.

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This article discusses the interconnectedness of poverty and gender and learning at primary school level in KwaZulu Natal Province of South Africa.&nbsp; A qualitative study was conducted in two schools in the poverty stricken Elandskop area where data were collected using in-depth face-to-face interviews from purposely selected participants comprising of learners, educators and the headmasters. The aim was to analyse how male and female learners experience poverty, gender role socialisation and the effect on children&rsquo; bio-psychosocial health of both sexes.&nbsp; While the findings of the study revealed that poverty and gender socialisation of boys and girls have bio-psychosocial negative influences on them, the gender dimension of poverty had the most negative influence on girls. It was found that primary school learners grapple with coping mechanisms when confronted with poverty coupled with limited family and professional support. Gendered family roles and oppressive religious beliefs have been found to have influence on early marriages and teenage pregnancies resulting in school dropouts. The findings of the study imply that school social work is vehemently lacking yet necessary in schools in the area to assist educators in addressing the psychosocial ill-health of learners which educators are less equipped to professionally handle. The study recommends appropriate bio-psychosocial interventions early in the lives of learners to curtail lifelong developmental predicaments.&nbsp;&nbsp;&nbsp;

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Bryan, Nathaniel, and Christopher C. Jett. "“Playing school”." Journal for Multicultural Education 12, no. 2 (2018): 99–110. http://dx.doi.org/10.1108/jme-04-2017-0024.

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PurposeMuch of the extant research literature on the initiatives to attract, inspire and recruit Black males to the teaching profession has focused on middle and high school students. Black boys’ socialization into dominant narratives regarding who can and cannot become teachers occurs as early as in early childhood classrooms; however, little attention has been given to ways to attract, inspire and recruit them to the professional teaching ranks where a paltry 2 per cent are Black men.Design/methodology/approachThis paper explores the concept of imaginative play experiences with respect to Black boys and unearths possibilities for future Black male teachers through culturally relevant play.FindingsBased on findings from the literature, this conceptual paper makes connections between the early childhood play literature and the Black male teacher recruitment and retention literature to create possibilities to inspire Black boys to enter the teaching profession.Originality/valueThis paper presents a nuanced integration of imaginative play and culturally relevant pedagogy with specific attention to Black males.

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To, Phuong Thanh, and David Grierson. "An application of measuring visual and non-visual sensorial experiences of nature for children within primary school spaces." Archnet-IJAR: International Journal of Architectural Research 14, no. 2 (2019): 167–86. http://dx.doi.org/10.1108/arch-05-2019-0139.

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Purpose Proximity to nature is essential to a child’s development. Well-designed educational environments are crucial to supporting this proximity, particularly in the early years of schooling. The purpose of this paper is to measure children’s experiences of nature within three primary school spaces at various locations in Glasgow, Scotland. The methodology for measuring children’s visual and non-visual sensory experiences is developed to evaluate the connection between naturalness values and spatial environmental qualities across varying “Child–Nature–Distance” ranges. Design/methodology/approach The approach associates children’s multiple layers of sensory modalities with particular attributes of the spatial environment within primary schools to determine the level of naturalness that children experience, in both internal and external spaces. Findings The study finds that children’s experiences are significantly influenced by factors relating to urban setting, built environment master planning, architectural features and interior design. Research limitations/implications Apart from primary school architecture for children, this methodology could be fully developed to the comprehensive human–nature relationship under the impacts of physical features and societal of other diversified environments in a future study. However, the offering reasonable primary school architecture for a proper children’s multi-sensorial experience with natural environment cannot thoroughly established with a quantitative aspect by the present study only. More qualitative research is recommended to examine the process of altering from “cause” to “perceived” nature of users’ cognitions, attitudes and behaviours within the exposure proximity to nature. Practical implications The methodology for measuring visual and non-visual sensorial experiences of nature, and its application to children’s learning and leisure spaces within primary school architecture could offer a tool for assessing current schools, and evaluating future design proposals for new schools. Originality/value The authors argue that the applicationof this method can support design decision making for refurbishing schools at the micro level, and in planning urban development involving proposals for new schools at the macro level.

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Miksza, Peter, and Brent M. Gault. "Classroom Music Experiences of U.S. Elementary School Children." Journal of Research in Music Education 62, no. 1 (2014): 4–17. http://dx.doi.org/10.1177/0022429413519822.

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The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), a nationally representative study that followed kindergarteners through to their eighth-grade school year with the last data collection wave in 2006–2007. The variables pertaining to music experiences in the academic classroom that were available in the ECLS-K were (a) the frequency and duration with which children received music instruction, (b) the frequency that music was used to teach math, and (c) the percentage of children receiving formal music instruction outside of school. Each of these variables also was analyzed as a function of child urbanicity, socioeconomic status (SES), and race. Statistically significant ( p < .001) disparities among children based on urbanicity, SES, and race were found on each of the music experience variables. Overall, White suburban students of high levels of SES tended to receive significantly more music experiences than students of color from urban and rural settings and of low SES. The findings support the need to advocate for high-quality music programs for all students and particularly for those from traditionally underserved populations.

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Karampinis, Tassos. "Robotics-Based Learning Interventions and Experiences From our Implementations in the RobESL Framework." International Journal of Smart Education and Urban Society 9, no. 1 (2018): 13–24. http://dx.doi.org/10.4018/ijseus.2018010102.

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In this article, the author presents Robotics-based learning interventions and the experiences at 56th Junior High School of Athens within the RoboESL Erasmus project; as well as a teaching approach using Educational Robotics. The RoboESL project aims to exploiting the potential of robotics for developing extra-curricular constructivist learning activities in schools that will help children at risk of failure or Early School Leaving (ESL) practice and develop their creativity skills, raise self-esteem, motivate their interest in schooling, and finally encourage them towards staying at school. During the implementation, students worked in a constructionist learning environment and were engaged in team activities. The author runs the project for two consecutive school years using EV3 Lego Mindstorms and participated in dissemination events organizing workshops where the students participated in the program taught elementary school pupils.

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Journal articles on the topic 'Early School Experiences'

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