Academic literature on the topic 'English in the early school years'
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Journal articles on the topic "English in the early school years"
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MOFFATT, SUZANNE, and LESLEY MILROY. "Panjabi/English language alternation in the early school years." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 11, no. 4 (1992): 355–86. http://dx.doi.org/10.1515/mult.1992.11.4.355.
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Butler, Susan R., and Herbert W. Marsh. "Reading and Arithmetic Achievement in Primary Years for Students from Non-English-Speaking Families: A Seven-Year Longitudinal Comparison." Australian Journal of Education 30, no. 1 (1986): 23–44. http://dx.doi.org/10.1177/000494418603000102.
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Students from seven schools, some from English-speaking ( N = 226) and some from non-English-speaking ( N = 60) families, were tested for reading achievement in Years 1, 2, 3 and 6, and for mathematics achievement in Year 6. Students from non-English-speaking families achieved significantly poorer reading results than those from English-speaking families, and these differences were consistent and stable across Years 1–6. Longitudinal analyses suggested that the effect occurred primarily in Year 1; students from non-English-speaking families achieved lower reading scores in subsequent school years but their lower scores could be explained by their poor reading skills in earlier school years. The language group differences were quite specific to reading skills, and the two groups did not differ in mathematics achievement in Year 6. The specificity of the group achievement differences to language and reading skills suggests that home language may be an important determinant of early reading, and that early reading is in turn the primary determinant of subsequent reading performance. All students in the present investigation who performed poorly on reading tests in Year 1, no matter what the cause and no matter what the home language, were very likely to perform poorly on reading tests through all primary school years.
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Grossen, Bonnie, Nithi Muthukrishna, and Jaqueline T. Naidoo. "A comparison of the effects of text-based instruction versus standards-based instruction in the early years." South African Journal of Childhood Education 6, no. 2 (2016): 12. http://dx.doi.org/10.4102/sajce.v6i2.459.
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The purpose of the study was to evaluate the effectiveness of a text-based (TB) English structured language development programme and a teacher-designed standards-based (SB) English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K) and Grade 1 (G1), on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development (SB), and only one of these schools implemented the SB instruction in reading. The results of this study support the efficacy of TB structured language programme as compared to the teacher-designed SB instructional model in all language and reading skills assessed.
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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.
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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability.
 Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach
 References
 Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130
 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628.
 Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016
 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49.
 Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann.
 Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press.
 Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc.
 Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008
 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press.
 Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39
 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
 Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307
 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654
 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo.
 Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715
 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832
 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8
 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821
 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x
 Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40.
 Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0
 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
 Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23.
 Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press.
 Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002
 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing.
 Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368
 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.
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Aunio, Pirjo, Riikka Mononen, Lara Ragpot, and Minna Törmänen. "Early numeracy performance of South African school beginners." South African Journal of Childhood Education 6, no. 1 (2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.496.
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Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.
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Durango Isaza, Diana Carolina, Clara Inés Gómez Marín, and Enrique Arias Castaño. "Implementation of audiovisual material in an early sequential bilingual model during the early years." GiST Education and Learning Research Journal, no. 16 (July 4, 2018): 76–99. http://dx.doi.org/10.26817/16925777.426.
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This research arose from the need to consolidate a meaningful bilingual methodology for children from three to five years of age from low socioeconomic backgrounds belonging to the public education system, where they could begin learning English and Spanish by means of a bilingual methodology that provides them with the same opportunities as middle to upper class children. Its aim is to implement an Early Sequential Bilingual Methodology Model in a public Early Childhood Development Center - ECDC (Centro de Desarrollo Infantil - CDI), and to collect data from class observations, student’s responses, early childhood teachers’ and English teachers’ views as well as parents’ perceptions towards its methodology and implementation in order to consolidate the model. Likewise, it will provide children with new opportunities to develop higher cognitive and high order thinking skills that can maximize their academic performance throughout their school years. This present Early Sequential Bilingual Model is a descriptive case study funded by a public university in Colombia and was implemented in a public ECDC (CDI) in Pereira (Risaralda-Colombia) based on the bilingual methodological proposals portrayed by Rodao (2011) and Arias et al. (2015). This research project depicts and systematizes the most predominant methodological techniques employed when teaching English at public ECDCs (CDIs) and interprets their effectiveness based on the data collected from interviews, fieldnotes and surveys. This article describes the responses of three- to five-year-old children to audiovisual material implemented in class.
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Muñoz, Carmen. "Tracing Trajectories of Young Learners: Ten Years of School English Learning." Annual Review of Applied Linguistics 37 (June 21, 2017): 168–84. http://dx.doi.org/10.1017/s0267190517000095.
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ABSTRACTAn early start of foreign language (FL) teaching has been encouraged on the basis that the main gains in this period lie in the development of positive attitudes and motivation. But the view that those positive effects will remain unchanged over learners’ language-learning trajectories is at odds with the currently prevailing notion that motivation is a complex and evolutionary process that fluctuates over time. In fact, research has shown that the positive attitudes attested in the first years of primary school wane after a while. But we still know very little about young learners’ motivational development, and longitudinal studies are very scarce. This 10-year longitudinal study looked at the trajectories of a group of young learners of English as a foreign language (EFL) from age 6 to age 16 using a mixed-methods design. It examined their outcomes in relation to their language-learning aptitude and motivation, and it observed the ways in which their levels of motivation rise and fall over time. The triangulation of data from different sources, and principally from yearly individual interviews, provided us with insights to better understand the role played by internal and external factors in those trajectories and some of the challenges for FL teaching to young learners.
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Galliver, Peter. "The Early Ampleforth College." Recusant History 28, no. 4 (2007): 511–28. http://dx.doi.org/10.1017/s003419320001164x.
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The early school at Ampleforth was built on the Catholic educational tradition established in continental exile. It was also, in its first three decades, an ambitious and innovative enterprise achieving a degree of success, from the perspectives of educational attainment and social prominence, that was not matched in its history until the twentieth century and its emergence as a major school within the English public school tradition. In its early years, however, Ampleforth was far removed from the Anglican schools that were to develop this tradition.The school at Ampleforth was not originally intended to educate boys other than those intended for the religious life. The plan of the President of the English Benedictine Congregation, Fr. Bede Brewer, was that Ampleforth should be an exclusively monastic community, while Catholic lay boys were to be educated in Lancashire at the Benedictine school established earlier at Parbold. The Parbold school was derived from a small school for the sons of the gentry founded in 1789 by Fr. Gregory Cowley at Vernon Hall. The last Prior of Dieulouard, Fr. Richard Marsh, had taken control of this school in 1797 and then moved it, and the Community of St. Laurence, to Parbold in 1802. When subsequent plans to move the community again, this time to Yorkshire, were being made, Brewer had written, ‘I wish the school in Lancashire to continue as it is established though on a different plan. I would not admit to Ampleforth any boys other than such as the parents are willing, if they have a vocation, to take the Church.’ The beginnings of Ampleforth as a school for intending religious can be seen in a letter of 1803 from Brewer to Mrs. Metcalfe regarding the education of her sons, John and Edward, both of whom did join the community. The letter details the financial provisions for the arrangement. In total £450 was to be paid, ‘but in case the said sons or either of them should not choose or not be judged by the Master of Ampleforth Lodge School proper and fit to enter on any ecclesiastical state of life, or if the school should be discontinued or could not maintain itself at the present state of its pensions… this will be deducted at the rate of £25 per annum from the time entered into the school.’
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Aidman, Marina. "Early bilingual writing." Australian Review of Applied Linguistics 25, no. 1 (2002): 1–18. http://dx.doi.org/10.1075/aral.25.1.01aid.
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Abstract The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the child’s classroom peers were sampled for comparative analysis. The findings provide evidence that language development in one of the bilingual’s languages tends to enhance the development in the other. Thus there have been differentiated text types in the child’s English writing that were not explicitly taught in English, and also some genres not typically found in the same age monolinguals’ writing. These genres have been scaffolded using the minority language, thus indicating that aspects of the schematic structure and grammar mastered in one of a bilingual’s languages can be carried across to their second language and stimulate the emergence of new written genres in it. Overall the findings support the hypothesis of the interdependence of bilinguals’ languages development (Cummins, 1981; 1984), in the area of written genre learning.
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Adepoju, Babatunji Hezekiah. "An appraisal of the mother tongue for early child education in Nigeria." Transitions: Journal of Transient Migration 3, no. 2 (2019): 201–20. http://dx.doi.org/10.1386/tjtm_00007_1.
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Abstract This article provides an overview of the use of the mother tongue (MT) in child education in the Nigerian context. We explicate previous government efforts at focusing on the native language as a means of improving learning in the early years, particularly in training the Nigerian child. We also address the obstacles to government's attempts at de-emphasising the place of English in the Nigerian polity. Without doubt, the English language is regarded by the citizenry as the language of now and the future. The belief is that school-age children and their parents are more comfortable with English than any other language. The policy of the adoption of an indigenous language as the instruction medium in the lower primary school is at variance with parents' desire to make their children speak English as the first language (L1). Our recommendation is that uniformity of policy implementation will reduce conflicts as the schools of the rich/elites and non-fee-paying government schools are made to employ the same medium to instruct the pupils. The above claims are supported by preliminary findings from observations, data from the administered questionnaire and interviews conducted to determine people's attitude towards the use of English and/or indigenous languages in the education of the child. Following Krashen's theory of Second Language Acquisition (SLA), which highlights the significance of exposure to and interaction in the target language, we conclude that, if English language remains the medium of instruction in the classroom, Nigeria and other African nations with similar linguistic complexities will be saved from further confusion and inconsistencies in educational policies, even as the MT will still function in other aspects of national life.
Dissertations / Theses on the topic "English in the early school years"
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Perez, Francisca. "Engelska förkunskaper över tid -Elevers förändring i engelska förkunskaper över tid." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67738.
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The English language is becoming more common in our society. Research shows that students learn English in their spare time as well as in the classroom. The purpose of the study is to investigate teachers’ experiences of students’ previous knowledge in English, if it has changed over time in speech and vocabulary and what sources the teachers perceive that the students meet in their spare time. I considered it appropriate to use qualitative data collection in the form of semi structured interviews with experienced teachers. The result shows that the teachers in my study can see a change in previous knowledge over time and that the sources are often connected to the internet. I found that both the previous research and the results of my data in this study agree that extramural English is rewarding for students’ English knowledge. There has been a big change in an increased level of previous knowledge in English. An important conclusion is that this increase of previous knowledge contributes to greater variation of knowledge among students, which puts higher demands on teachers to individualize the teaching.
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Andersson, Rolf. "The Introduction of English at the Junior Level of the Swedish Comprehensive Compulsory 9-year School : A study of perceived knowledge in relation to motivation conducted among 3rd grade students." Thesis, Karlstads universitet, Avdelningen för språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9534.
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Abstract Titel: The Introduction of English at the Junior level of the Swedish 9-Year Comprehensive Compulsory School: A study of perceived knowledge in relation to motivation conducted among 3rdgrade students. Författare: Andersson, Rolf Engelska C, 2011 Antal sidor: 26 Abstract: This paper focuses on perceived knowledge of students at the junior level of the comprehensive compulsory 9-year school, as this has an impact on their motivation to study the language. The national curriculum of 2011 assumes that English is introduced at an early stage, during the junior level. The purpose of this paper is to examine how students who start English in the first grade, according to the recommendations of the curriculum, relate to the subject. The paper contains a bibliography section, where I present language research concerning foreign language introduction, language acquisition and motivation, followed by a presentation of a historical view on second language learning in Sweden, and then an investigation conducted by a questionnaire. The purpose of the investigation is to measure the students’ perceived knowledge of English, as this affects their motivation. The investigation is limited to two third grade classes in a junior level school in a rural, scarcely populated municipality in the south-west of Sweden. All in all 40 students took part in the study. The aim of the paper is to answer the following question: How do the pupils regard their own achievements in English? The students have a general ability to evaluate their personal achievements and knowledge subjectively. They seem quite confident about their listening and speaking skills. The most difficult language segment, writing, where the language skills and requirements are most clearly defined, is the language area where the students feel that their ability is weaker. All students, with one exception, agree that language studies are important for them. What the study also shows is the variety of languages that students wish to study, i.e. Chinese and Japanese together with Spanish, Greek and sign languages show how the 9-year-old students are aware of the world around them. The reason why this investigation has been conducted is to investigate the students’ perceived knowledge as this has an impact on their motivation to study the language. Nyckelord : Early English introduction, English at the junior level, perceived knowledge, motivation.
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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 kan vara väldig väsentlig för dem i deras vuxenliv. I detta arbete försöker vi få fram vad elever anser om religion, vad som intresserar dem. Detta gör vi med hjälp av enkäter, vi har valt två olika skolor som skiljer sig både var de ligger och hur mångkulturell skolorna är. Genom enkäterna så tänkte vi försöka få fram likheter och skillnader mellan de. Vi försöker också få fram hur olika lärare arbetar inom religion och hur de försöker integrera det i undervisningen. För att få fram detta resultat har vi valt att användas av intervjuer, där vi har intervjuat lärare på två olika skolor.
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Wang, Baorong, and 汪宝荣. "Lu Xun's fiction in English translation: the early years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46969081.
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Mourão, Sandra Jones. "English picturebook illustrations and language development in early years education." Doctoral thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/9180.
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Doutoramento em Didáctica e Formação<br>Este estudo investiga a influência da interação imagem-texto de três álbuns
ilustrados de língua inglesa no desenvolvimento do repertório linguístico de
crianças pré-leitoras. Numa metodologia de estudo de caso, adotando uma
abordagem qualitativa e socio construtivista num contexto real de educação
pré-escolar, três grupos de crianças portuguesas foram filmados ao longo de
várias sessões de leitura repetida em voz alta e em inglês, e de sessões de
recontos trabalhados em pequenos grupos. Após a transcrição das gravações,
o corpus resultante foi analisado com base numa teoria fundamentada de
compreensão literária e em escalas de leitura emergente. Os resultados
mostraram que as crianças adotaram uma postura fortemente analítica face
aos álbuns, direcionando as suas respostas para as ilustrações e usando-as
como apoio na construção de significados. Os resultados mostraram também
que cada interanimação visual e verbal ofereceu diversas oportunidades para o
uso das línguas em presença, o português e o inglês, tendo o formato e a
estrutura inerentes a cada álbum contribuído de forma muito relevante para as
respostas das crianças. Contudo, os álbuns com uma dinâmica imagem-texto
mais complexa proporcionaram um maior envolvimento das crianças,
provocando mais discussão em torno das ilustrações e criando mais
oportunidades para mediação do uso da segunda língua. Os resultados
revelaram ainda a importância da interação durante as leituras repetidas, na
compreensão e na análise narrativa, num processo de desenvolvimento da
linguagem. Com base nestes resultados, apontam-se conclusões, com
implicações para os contextos educativos, quer ao nível da língua materna,
quer ao nível da segunda língua, nomeadamente em relação: à seleção de
álbuns e à valorização das ilustrações e ainda à importância de leituras
repetidas em voz alta e à discussão realizada pelas crianças.<br>The purpose of this study was to investigate how the picture-word dynamic
within three English picturebooks affected childrenʼs linguistic repertoire and
language development. Using a qualitative case study approach and adopting a
socio-constructivist stance in a naturalistic setting, three groups of pre-literate
Portuguese children were filmed during whole class repeated read alouds in
English and small group retells. Upon transcription, the resulting corpus was
analysed using a grounded theory of literary understanding and emergent
reading scales. The findings showed that children took an overwhelmingly
analytical stance towards the picturebooks, directing their responses to the
illustrations and using them to support meaning making. It was found that each
visual and verbal interanimation provided distinct opportunities for language
use, and furthermore that the format and structure inherent within each
picturebook contributed to the childrenʼs responses. However, the picturebooks
at the more complex end of the picture-word dynamic afforded a more active
involvement from the beholder, provoking more discussion around the
illustrations and increased opportunities for the childrenʼs linguistic repertoires
to mediate second language development. In addition, the results revealed the
importance of interaction during repeated readings in supporting childrenʼs
analysis of narrative and language development. Assertions are made based
on these results, with implications in both mother tongue and second language
classrooms, in relation to picturebook selection and valuing the illustrations, the
importance of repeated read alouds and child-initiated discussion.<br>El objetivo de esta tesis fue investigar cómo la dinámica imagen-palabra de
tres libros álbum en inglés influyó en el al repertorio lingüístico y en el
desarrollo del lenguaje de los niños. Se trata de un estudio de caso con
enfoque cualitativo para el que se adoptó una perspectiva socio-constructivista
en un entorno naturalista. Se filmó a tres grupos de niños portugueses de preescolar
durante la hora de clase en la que se realizaron repetidas lecturas en
voz alta y una actividad consistente en volver a contar el cuento ilustrado en
pequeños grupos. Tras la transcripción de las grabaciones, se analizó el
corpus resultante mediante teorías de comprensión literaria y niveles de lectura
emergente. Los resultados mostraron que los niños adoptaron una postura
abrumadoramente analítica hacia los libros álbum, haciendo uso de las
ilustraciones para apoyar sus respuestas. Se encontró que cada intercambio
visual y verbal brindaba diferentes oportunidades para el uso del lenguaje, y
más aún, que el formato y la estructura inherente de cada libro álbum influía en
las respuestas de los niños. Además, los libros álbum que contenían una
dinámica de imagen-palabra más compleja provocaron una participación más
activa del espectador, provocando más debate en torno a las ilustraciones y
aumentando las oportunidades de los repertorios lingüísticos de los niños para
desarrollar una segunda lengua. Además, los resultados revelaron la
importancia de la interacción durante las lecturas repetidas para el análisis de
la narrativa y para el desarrollo del lenguaje de los niños. Estas afirmaciones
se fundamentan en los resultados del estudio y tienen implicaciones
pedagógicas tanto para la clase en lengua materna como en segundas
lenguas, tales como la selección de libros álbum y la valoración de las
ilustraciones; la importancia de la lectura repetida en voz alta; y las discusiones
iniciadas por los niños.<br>Cette étude a comme objet de recherche les effets de lʼinteraction entre lʼimage
et le texte de trois albums illustrés en langue anglaise sur le répertoire
linguistique dʼun groupe dʼenfants portugais. Dans le cadre dʼune étude de cas,
tout adoptant une approche socioconstructiviste dans un contexte réel
dʼéducation, trois groupes dʼenfants portugais en phase de pré-alphabétisation
ont été filmés au cours de plusieurs séances de lectures répétées, en voix
haute, en anglais, ainsi que de contes/racontages travaillés en petits groupes.
Après avoir transcrit les enregistrements vidéo, le corpus a été analysé a partir
dʼune théorie fondée sur la compréhension littéraire avec une grille dʼanalyse
des niveaux de lecture émergente. Les résultats obtenus ont démontré que les
enfants ont adopté une attitude analytique face aux albums, en conduisant
leurs réponses vers les illustrations et en sʼy appuyant pour la construction du
sens. Les résultats ont aussi montré que chaque inter-animation visuelle ou
verbale a offert des opportunités distinctes dʼutilisation des langues en
présence, le portugais et lʼanglais. Le format et la structure inhérents aux
albums semblent avoir aussi contribué aux réponses des élèves. Néanmoins, à
un niveau plus complexe de la dynamique image-texte, les albums permettent
une interaction plus active de lʼenfant, tout en incitant à une discussion plus
élevée autour des illustrations et à une médiation de lʼusage de la deuxième
langue. De plus, les résultats ont révélé lʼimportance des interactions entre les
enfants, pendant les lectures répétées, pour la compréhension et lʼanalyse
narrative. Lʼanalyse des résultats de lʼétude conduit à dʼimportantes
implications éducatives, soit au niveau de la langue maternelle, soit au niveau
dʼune deuxième langue, notamment par rapport à la sélection des albums et à
la valorisation des illustrations; à lʼimportance de lectures orales répétées et à
lʼinitiation des enfants à la discussion.
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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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Falestål, Rebecka, and Axel Isholt. "Bild, musik och rörelse i engelskundervisningen i årskurserna 1-6 : Kan bild, musik och rörelse främja lärandet i engelska i årskurserna 1-6." Thesis, Umeå universitet, Institutionen för språkstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65603.
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This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers and ten observation occasions in a total of three different primary schools. Our result show that there seems to be a consensus in both theory and praxis when it comes to integrating art, music and movement in learning and teaching of English in the early school years. The use of methods including art, music and movement in early language learning seems to promote the language development for all students but especially for young learners that require extra support for their language development.
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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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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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Chan, How-kei. "Academic achievement among secondary school students : the effects of language of instruction during primary school years /." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14400285.
Full textBooks on the topic "English in the early school years"
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Whitehead, Marian R. Language and literacy in the early years. 2nd ed. P. Chapman Pub., 1997.
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Gillooly, Margaret A. Primary school principalship: The early years. University College Dublin, 1998.
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wilton, gill. The Practical Pre-school Early Years Handbook. step forward publishing, 2001.
Find full textBook chapters on the topic "English in the 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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Peck, John, and Martin Coyle. "The Twentieth Century: The Early Years." In A Brief History of English Literature. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-35267-5_13.
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Peck, John, and Martin Coyle. "The Twentieth Century: The Early Years." In A Brief History of English Literature. Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-10794-7_13.
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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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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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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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Skellern, Kate. "Creative English Early Years into Key Stage 1." In Being Creative in Primary English. SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473983700.n6.
Full textConference papers on the topic "English in the early school years"
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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 twice a year over the past three years, the lecturers identified a number of subproblems all part of the larger problem of learners having to use English as their second or third language to master a content subject. Other problems include an inability to determine the relevance of a formulated answer to a question.
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Abd Samad, Arshad, Wong Bee Eng, Nurul Iman Arshad, and Kaaminy Kalpany. "Accuracy of English Pronoun Use among Malaysian Esl 5-6 Year Old Children and Teaching Implications in the Malaysian Pre-School Education Context." In 3rd International Conference on Early Childhood Education (ICECE 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.14.
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Zhou, Yong, Nazmul Islam, Cheng-Chang (Sam) Pan, and Sanjay Kumar. "Shorten the Math Gap for Pre-Engineering Students With Intensive Summer Bridge Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40249.
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Engineering Summer Bridge (ESB) program at the University of Texas at Brownsville (UTB) is designed to prepare the engineering freshmen intellectually for an early introduction to the engineering culture and mathematics and science expectation. The program curriculum and content were specifically designed to prepare underrepresented Hispanic students for their success in the coming science and engineering study at UT-Brownsville. More than 92% of the targeted students are underrepresented Hispanic, and English is the second language for 86% of them. Most of these targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of TOP10 Texas House Bill. The ESB program at UTB cultivates a diverse community of engineering and pre-engineering students and intensively enhances their mathematics preparation in Pre-Calculus and College Algebra. Statistics data from 2012 and 2013 ESB program indicates that more than 81% of the participants in both years did not take Pre-Calculus in high school. Another finding is that 71% of the ESB participants with at least an attendance rate of 50% earned a grade higher than a “B” in their Calculus I class later on, while only 43% from the group with an attendance rate lower than 50% earned a grade higher than a “B” in the Calculus I class. Students seem more successful in their Calculus I study if they attend the classes more frequently. It is also found the early contact with engineering faculty through Summer Bridge Programs, together with an early and longer engineering orientation seminar during the program, are successful ways to assist in the retention of engineering freshman [1–2].
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Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.
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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.
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Rochman, Cheaerul, Dindin Nasrudin, Yeti Heryati, Rokayah, and Yayah Kusbudiah. "Intelligent Quotient, Developmental Profiles, and Early Science Literacy in Primary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216302360242.
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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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Westhisi, Sharina Munggaraning. "Teaching English to Young Learners: Students’ Interference on Pre-Reading Skill in Preparing School Readiness." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.044.
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Gallagher, Kay, Anna Dillon, and Hajar Almaflahi. "‘MISS, YOU ARABIC TEACHER OR ENGLISH TEACHER?’: TEACHER IDENTITY CONSTRUCTION IN AN EARLY YEARS BILINGUAL CLASSROOM." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0630.
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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, we propose games which may enhance their language skills, and to assist them to develop and improve the quality of life, and thus to integrate into larger society.
Reports on the topic "English in the early school years"
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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 academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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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 principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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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 impact on medium-term academic outcomes like standardized tests scores and overall grades.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.
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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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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 evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
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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 important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond.
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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 graphical displays (e.g. overlay line charts) as well as the calculation of proportional abso-lute and relative changes between observed years. The analysis of the youth population in Serbia aged 15-24 years in total as well as the youth population for different degrees of urbaisation, for the period 2010-2019, showed a de-creasing trend. In the period 2014-2019 (which is with available data for the case of Serbia) it can be ob-served that the youth employment rate is increasing in all areas of urbanisation. In contrast to the employment, the level of unemployment in Serbia is constantly decreasing in the period 2014-2019. This trend is similar for all three areas of urbanisation.The decrease in the number of early school leavers is registered in the case of entire Serbia, cities, and rural areas. The only trend of increasing of early school leavers’ rate is recorded for the towns and suburbs, for the observed period 2014-2019.In the period 2010-2019, the NEET rate is declining in Serbia for all three degrees of ur-banisation. In comparison to EU countries, Serbia is still significantly above the European average, but with a tendency of reducing the gap.
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National report 2009-2019 - Rural NEET in Spain. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nres.2020.12.
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This report outlines in detail 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 (2009-2019) in Spain. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail.The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets.In the last ten years (2009 - 2019) a significant portion of the Spanish youth population has migrated from rural areas to cities and towns. This migration trend could be explained by the economic crisis which impacted upon Spain from 2008 onwards. Data shown in this report makes visible the vulnerability of rural NEET youth to these downturns from 2009 to 2013. In line with this, Early-school leaving (ESLET) and unemployment rates in rural areas were more pronounced in 2013 and the following years for rural youth in comparison with youth living in urban areas and towns. However, in the last two years (2017-2019) there has been a sharp decrease in these indicators placing youth living rural areas, on average, in line with the rest (i.e., an average NEET youth rate in Spain 15% versus 16% for rural areas).