Relevant bibliographies by topics / Early school years

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Early school years'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Early school years"

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Whiteford, Rhona. "Early Years Nursery School, Withington." Practical Pre-School 2011, no. 127 (2011): 6–7. http://dx.doi.org/10.12968/prps.2011.1.127.6.

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Waldfogel, Jane, and Elizabeth Washbrook. "Early Years Policy." Child Development Research 2011 (April 26, 2011): 1–12. http://dx.doi.org/10.1155/2011/343016.

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We analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the USA and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling thes
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Winter, Eileen C. "A Modified School Year: Perspectives from the Early Years." Child Care in Practice 11, no. 4 (2005): 399–413. http://dx.doi.org/10.1080/13575270500340226.

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Rosenthal, Dorothy B., and Rodger W. Bybee. "High School Biology: The Early Years." American Biology Teacher 50, no. 6 (1988): 345–47. http://dx.doi.org/10.2307/4448759.

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Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11. http://dx.doi.org/10.1622/1059-8405(2000)016[0011:snstey]2.0.co;2.

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Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11–19. http://dx.doi.org/10.1177/105984050001600302.

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English, Lyn D., and James J. Watters. "Mathematical modelling in the early school years." Mathematics Education Research Journal 16, no. 3 (2005): 58–79. http://dx.doi.org/10.1007/bf03217401.

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Yallop, John J. Guiney. "Of Necessity: Making Decisions About Our Daughter’s Early Learning Years." LEARNing Landscapes 5, no. 2 (2012): 117–26. http://dx.doi.org/10.36510/learnland.v5i2.556.

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Parents play significant roles in their children’s learning. Part of those roles include making decisions about when and where their children go to school, or, if those decisions are, or seem, impossible, parents make decisions about how they are going to navigate this apparently inevitable relationship—parents and schools. This article explores some decisions two parents made about their daughter’s learning as she headed into school, and during her early school years. The author is aware that not all parents would, or even could, make some of the decisions he made with his partner about their
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Pitt, G. A. J. "Liverpool: the early years of biochemistry." Biochemical Society Transactions 31, no. 1 (2003): 16–19. http://dx.doi.org/10.1042/bst0310016.

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The first Chair and department of biochemistry in the U.K. were founded at the University of Liverpool in 1902, thanks to a generous donation by William Johnston, a Liverpool shipowner. The first holder of the Johnston Chair, Benjamin Moore, was a dynamic man, who set up an active research centre. In 1906, he and Edward Whitley founded The Bio-Chemical Journal as a private venture, and in 1912, they sold it to the Biochemical Society. Moore also initiated the first Honours School of Biochemistry in the country before moving to London in 1914 and being succeeded by Walter Ramsden. The developme
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Wigfield, Allan, Susan Lutz, and A. Laurel Wagner. "Early Adolescents'Development Across the Middle School Years: Implications for School Counselors." Professional School Counseling 9, no. 2 (2005): 112–19. http://dx.doi.org/10.5330/prsc.9.2.2484n0j255vpm302.

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Dissertations / Theses on the topic "Early school years"

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Kozica, Saida, and Marcus Falk. "Religion Education in the early school years." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31848.

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Vi tycker det här ämnet är viktigt och passar bra in i vår verksamhetsförlagda tid och i vår utbildning som en framtida lärare. Det är viktigt att vi redan i tidig ålder försöker informera våra elever att vi alla som lever i detta samhälle har fler likheter än olikheter och genom att tala kring detta så kan man få bort begreppen vi och de. Rasism är byggd på fördomar, därför tycker vi det är viktigt att man börjar tala kring religion redan tidigt i åldrarna. Vi anser att genom att vi diskuterar olika religioner i klassrummen så skapar eleverna förståelse till dessa religioner, denna förståelse
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Miller, Linda Kathleen. "Literacy development in the pre-school years." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.

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Lilley, Patricia Rosemary. "Implementing local education authority policy : four year olds in school." Thesis, University of Hertfordshire, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302244.

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Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.

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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience
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Jones, Caroline A. "Special educational needs : identification and assessment in the early years." Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340549.

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Logan, Muriel L. "Creating educational experiences through the objects children bring to school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21152.

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The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from h
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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.

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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts o
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Fraser, Val. "Literacy begins at home : a case study approach to the examination of the storybook interactions between parents and their pre-school children." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324720.

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Woods, Annette. "The contexts and purposes of school literacy pedagogy : 'failing' in the early years /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.

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Jönsson, Emelie. "Den tidiga läs- och skrivutvecklingen - The development of literacy during early school years." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34764.

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Arbetet med den tidiga läs- och skrivundervisningen hos sex intervjuade lärare skildras i denna studie. Syftet är att redogöra för idag verksamma lärares undervisning av tidig läs- och skrivutveckling samt bringa klarhet i huruvida de använder sig av specifika metoder som stöd i arbetet. Vilka metoder är i sådana fall aktuella och arbetar samtliga lärare på samma sätt? Studien avser även ta del av hur elevers individuella behov bemöts i undervisningen samt hur lärarna i studien arbetar för att möta eleverna på den kunskapsnivå de befinner sig. Empirin grundar sig i semistrukturerade kvalitativ
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Books on the topic "Early school years"

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Aubrey, Carol. Leading and managing early years. Sage Publications, 2007.

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Aubrey, Carol. Leading and managing early years. Sage Publications, 2007.

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Gillooly, Margaret A. Primary school principalship: The early years. University College Dublin, 1998.

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Lesley, Pugh, ed. Music in the early years. Routledge, 1998.

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Eichhorn, Donald H. Eichhorn: The early years in middle level education. Edited by David Robert J. Pennsylvania Middle School Association, 1995.

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wilton, gill. The Practical Pre-school Early Years Handbook. step forward publishing, 2001.

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Fujisawa, Tohru. GTO, the early years. Vertical, 2012.

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Fujisawa, Tohru. GTO, the early years. Vertical, 2012.

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Barnouw, Elsa. Adventures with children in the early school years. Agathon Press, 1986.

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Joanna, Glover, ed. Music in the early years. Falmer Press, 1998.

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Book chapters on the topic "Early school years"

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Sahota, Pinki. "Pre-school prevention interventions." In Early years nutrition and healthy weight. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119023258.ch8.

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Robinson, Katherine M. "Arithmetic Concepts in the Early School Years." In Mathematical Learning and Cognition in Early Childhood. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12895-1_10.

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Allan, Miriam. "Male Singing in Early Years of School." In Perspectives on Males and Singing. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2660-4_19.

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Gray, Frank. "Wonders and Marvels: Smith’s Early Years." In The Brighton School and the Birth of British Film. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17505-4_4.

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Conklin, Hilary G. "Being Present in the Middle School Years." In Developmentalism in Early Childhood and Middle Grades Education. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107854_4.

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Sood, Krishan, Sheine Peart, and Malini Mistry. "The changing role of leaders in Early Years education." In Becoming a Successful School Leader. Routledge, 2017. http://dx.doi.org/10.4324/9781315657615-10.

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Cotton, Tony. "Preparing for 'big school'." In How to Develop Confident Mathematicians in the Early Years. Routledge, 2018. http://dx.doi.org/10.4324/9781315211398-5.

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Menyuk, Paula, and Maria Estela Brisk. "Early Childhood Language Education: The Primary School Years." In Language Development and Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504325_6.

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Singh, Sunita. "Language Literacy and Bilingualism in the Early Years." In Early Childhood Education and School Readiness in India. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7006-9_8.

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Yuen, Celeste Y. M. "Social Equity and Home–School Collaboration in Multicultural Early Years’ Education—A Hong Kong Perspective." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_8.

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Conference papers on the topic "Early school years"

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Zin, Thi Thi, Swe Zar Maw, and Pyke Tin. "OCR Perspectives in Mobile Teaching and Learning for Early School Years in Basic Education." In 2019 IEEE 1st Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2019. http://dx.doi.org/10.1109/lifetech.2019.8883978.

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Jones, Lawrence W. "Kent M. Terwilliger; graduate school at Berkeley and early years at Michigan, 1949–1959." In KENT M. TERWILLIGER memorial symposium. AIP, 1991. http://dx.doi.org/10.1063/1.41146.

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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in
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Do Thi, Hien, and Thuy Nguyen Thi Thanh. "Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-2.

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Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, w
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Estéfany Freitas Barbosa, Glória, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Souza Pourbaix Diniz. "The impacts of the Digital Age on the formation of readers in the early years of Elementary School." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212441.

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The theme aboutreader formation in Brazil is recurrent in different debates throughout history, considering its importance for the construction of a literate society.This study aimed to draw the reader's profileaged 6 to 10 yearsof the literary text, making an interface with the influence of the Digital Age in the choice of textual genres (fairy tales, legends, fables, among others) and in the formats of reading adhered to by students.Therefore, we aimed to identify the different styles of reading, as well as the ideological aspects inherent to this phenomenon, based on the frequency and forma
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Barbosa, Glória Estéffany Freitas, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Sousa Pourbaix Diniz. "The impacts of the Digital Era on the formation of readers in the early years of elementary school." In V Seminário de Pesquisa e Desenvolvimento PROVIC/PIBIC - II Encontro de Iniciação Científica CNPq. Perspectivas Online: Humanas e Sociais Aplicadas, 2020. http://dx.doi.org/10.25242/8876102820202192.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interde
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Ljubičić, Sanja, Ljubomir Antekolović, and Vedran Dukarić. "Differences in the level of body equilibrium by sex in early school-age children." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-10.

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Equilibrium represents the motor capability responsible for the performance of virtually all functional movements. Thus, the importance of early diagnosis of equilibrium levels in boys and girls was recognized as the key factor for the prevention of motor deficits and muscles misbalances later in life. Purpose: The purpose of this paper was to show the difference between boys and girls aged 7‒10 years in the level of unilateral static balance of the take-off leg. Methods: Research was conducted at the Kvarner Athletics Club Rijeka, and it involved 80 children aged 7‒10 years (38 boys and 42 gi
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services fo
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Margaretha van der Poll, Huibrecht, and John Andrew van der Poll. "Towards an Analysis of Poor Learner Performance in a Theoretical Computer Literacy Course." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3102.

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An alarming number of learners in Accounting at a large distance teaching university fail an introductory course in computer literacy. The lecturers proposed over a period of three years various methods of studying and preparing for the examination in the subject, but with limited success. The problem seems to start at school level even as early on as primary school education. Distance-teaching institutions are furthermore faced with the absence of a classroom environment, a facility which many learners, fresh from school, still have a need for. However, having marked a few thousand scripts tw
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Reports on the topic "Early school years"

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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive i
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into estab
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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.004.

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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evalu
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement
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Peters, Vanessa, Barbara Means, Maria Langworthy, et al. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/53.

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Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims
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‘Early years childcare. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.14771.

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In this podcast we talk to Professor Eva Lloyd OBE, Professor of Early Childhood in the School of Education and Communities at UEL, about social exclusion and child poverty, and what looks and feels like for those who are in it.
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Ambitious Mashups: Reflections on a Decade of Cyberlearning Research. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/105.

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This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology—focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current project in this community and convened a panel of experts to reflect on impor
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National report 2009-2019 - Rural NEET in Serbia. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrrs.2020.12.

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The situation of rural Youths Neither in Employment nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2010-2019) in Serbia is presen-ted in this report. The main criterion for analysis was the degree of urbanisation, where the comparison was done between rural areas, towns and suburbs, cities, and the whole country. The data available on EUROSTAT and the national Statistical office of Serbia were used as main resources for statistical interpretation. The statistical procedures used in the report rely on descriptive longitudinal analysis, using graphica
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