Relevant bibliographies by topics / First years of school

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

Academic literature on the topic 'First years of school'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "First years of school"

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Tymms, Peter, Paul Jones, Stephen Albone, and Brian Henderson. "The first seven years at school." Educational Assessment, Evaluation and Accountability 21, no. 1 (2009): 67–80. http://dx.doi.org/10.1007/s11092-008-9066-7.

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Erickson, Sheri L., and Mary F. Stone. "First Year Experience Course: Insights From The First Two Years." American Journal of Business Education (AJBE) 5, no. 2 (2012): 139–48. http://dx.doi.org/10.19030/ajbe.v5i2.6816.

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Retention rates of students in a business school Freshman Year Experience (FYE) course were compared to overall University retention rates for two successive years. Slightly higher retention was experienced by the business FYE students than for the University overall. Student responses to exit survey questions were compared to retention activity to assess any potential relationships. Contrary to existing theoretical models, no significant correlations existed between measures of academic skill building and retention, and between student connectedness and retention. Significant correlation did exist between student academic expectations and intention to return.
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Vaughan, David, Jennifer Dunning, Merrill Ashley, Robert Maiorano, and Valerie Brooks. ""But First a School": The First Fifty Years of the School of American Ballet." Dance Research Journal 18, no. 2 (1986): 63. http://dx.doi.org/10.2307/1478050.

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Lambert, E. Beverley. "Problem-Solving in the First Years of School." Australasian Journal of Early Childhood 25, no. 3 (2000): 32–38. http://dx.doi.org/10.1177/183693910002500307.

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The use of problem-solving as a vehicle for learning has been incorporated into a number of school curricula. However, children in the first years of school, many of whom enter school with high levels of problem-solving experience, are often made to think in ways not always familiar to them. This article discusses the natural preference younger learners have towards cross-domainal problem-solving, and how school curricula which divide knowledge into separate learning domains do not always support this.
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Fee, Elizabeth. "The first American medical school: the formative years." Lancet 385, no. 9981 (2015): 1940–41. http://dx.doi.org/10.1016/s0140-6736(15)60950-3.

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French, Joseph L. "Books in school psychology: The first forty years." Professional School Psychology 1, no. 4 (1986): 267–77. http://dx.doi.org/10.1037/h0090510.

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Latash, Mark L. "Motor Control Summer School: The First Ten Years." Motor Control 19, no. 2 (2015): 105–7. http://dx.doi.org/10.1123/mc.2014-0052.

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Latash, Mark L. "Motor Control Summer School: The First Ten Years." Motor Control 19, no. 2 (2015): 105–7. http://dx.doi.org/10.1123/mcj.2014-0052.

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Porath, Marion. "Social understanding in the first years of school." Early Childhood Research Quarterly 18, no. 4 (2003): 468–84. http://dx.doi.org/10.1016/j.ecresq.2003.09.006.

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O'S., H., and C. Tempest McCrea. "Dundalk Grammar School: The First 250 Years (1739-1989)." Journal of the County Louth Archaeological and Historical Society 21, no. 4 (1988): 456. http://dx.doi.org/10.2307/27729662.

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Dissertations / Theses on the topic "First years of school"

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Giraldo, Regina. "Individual growth analysis of children's reading performance during the first years of school." Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1271105470.

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Thesis (M.Ed.)--Cleveland State University, 2010.<br>Abstract. Title from PDF t.p. (viewed on April 27, 2010). Includes bibliographical references (p. 37-41). Available online via the OhioLINK ETD Center and also available in print.
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Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).
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Marryat, Louise Jane. "Modelling social, emotional and behavioural development in the first three years of school : what impact do schools have?" Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/6302/.

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Social, emotional and behavioural aspects of development are key to children’s overall development. A failure to develop normally in any one of these areas can have far reaching consequences, affecting the child’s ability to learn and to develop relationships with peers, potentially leading to fewer educational qualifications, a lack of future employment, poverty and a range of other outcomes including difficulty forming relationships, mental health issues and increased criminal behaviour (Tremblay et al., 2004; Woodward & Fergusson, 2000; Ttofi, Farrington, & Lasel, 2012; Hodgins, Larm, Ellenbogen, Vitaro, C Tremblay, 2013; Pingault et al., 2013). In Glasgow City, a large proportion of children live in disadvantaged circumstances, including living in households and areas suffering from multiple deprivation, living with parental substance misuse and witnessing domestic and community violence (Glasgow Centre for Population Health, 2013; Taulbut & Walsh, 2013). These risk factors can all impact on children’s social, emotional and behavioural development (Margolin & Gordis, 2000a; Gennetian, Castells, & Morris, 2010; Chronis et al., 2003). Children also tend to be clustered in schools with other children who may share similar demographic characteristics and who have similar levels of difficulties, which may compound or ameliorate the individual’s strengths or weaknesses. This thesis aimed to explore the levels of children’s social, emotional and behavioural difficulties at the start of Primary School (age 4-5) and at Primary 3 (age 7-8) in Glasgow city and to investigate the stability of these over time. Analysis was carried out using a brief behavioural screening questionnaire, Goodman’s Strengths and Difficulties Questionnaire (SDQ)(Goodman, 2013b), which had been completed by nursery staff and class teachers. The thesis also aimed to examine whether Glasgow City is different in its levels of social, emotional and behavioural difficulties compared with other areas of Scotland and the UK. Clustering of difficulties within schools is analysed in order to explore the relationships between peer difficulties and demographics, individual difficulties over time and ultimately, whether schools have an effect on the development of social, emotional and behavioural difficulties during the first three years of school. The results of this study indicate that, between preschool and P3, levels of Conduct Problems, Emotional Symptoms and Hyperactivity/inattention increased, whilst levels of abnormal Pro-social Behaviours decreased and Peer Relationship Problems remained relatively static. Both means and prevalence rates for children in Glasgow City demonstrated similar patterns to UK norms, though levels of Hyperactivity/inattention problems at P3 were higher than in UK 5-10 year olds. Data from the Growing Up in Scotland study were used to investigate whether a ‘Glasgow Effect’ (i.e. an amount of variation that could not be explained solely by demographic differences in the population) existed in children’s social, emotional and behavioural difficulties at preschool age. Children in the Glasgow sample did have higher rates of social, emotional and behavioural difficulties compared with children in the rest of Scotland. However, this difference in difficulties appeared be entirely accounted for by the difference in demographics within the populations in the different areas. There are various factors which might explain this: sampling issues, such as having to use a Greater Glasgow and Clyde sample rather than Glasgow City, may mask any Glasgow Effect, whilst it may be that differential attrition in the GUS cohort may mean that children with problems are missing from the sample. It could also be that sleeper effects are at work, which may emerge in the form of difficulties later in childhood, or that what we are seeing is a ‘Scottish Effect’ rather than a Glasgow Effect, given that most of the previous research in this area compared Glasgow with demographically similar English cities. At this stage however, it appears that results from Glasgow may be generalisable to other areas, once demographics are controlled for. Multilevel modelling of Strengths and Difficulties Questionnaire (SDQ) data from Glasgow City schools was then used to explore what factors were associated with longitudinal increases in SDQ scores between preschool and P3. Results showed significant differences between schools in the unadjusted models, accounting for 11% of variance in change scores. The adjusted model found that having worsening social, emotional and behavioural difficulties in the first three years of school was associated with being male, being from a White-UK background, and having had Looked After status (been under the supervision of the state) by preschool. Being in a school with a small school roll was also associated with an increase in difficulties over this time. School effects were only reduced slightly in this final adjusted model, accounting for 9% of variance between schools, suggesting that variation in the development of social, emotional and behavioural difficulties may differ somewhat between schools during the first three years. It should be noted that numbers of pupils within schools were small in some cases, leading to wide confidence intervals and possibly reducing significance of the results. Having social, emotional or behavioural problems at P3 (above the cut-off on the SDQ for likely difficulties) was also related to a range of factors. Again in the unadjusted model, there was a statistically significant difference in levels of difficulties between schools. The strongest predictor of such problems was having had an abnormal score at preschool. Also important was being male, having been Looked After by preschool and being in a school with a higher proportion of children eligible for free school meals, which is likely to be a proxy for income deprivation. However, once these characteristics were controlled for, there was no statistically significant difference between schools. The ability to identify a group of children prior to the start of school who are at risk of continued social, emotional and behaviour difficulties raises questions about whether a preschool mental health screening test should be put in place. It would be hoped that this would allow children to access the support they need in order to optimise their development, with a suggestion that a universal screen for these types of problems could double or treble the traditionally low numbers of children receiving help (Goodman et al., 2000). However, there are also difficulties with a screening tool of this nature, including the potential for false identification of difficulties, the potentially negative impact of labelling children, the additional burden that this may place of services and finally the current lack of evidence around a potential effective intervention for children of this age (Goodman et al., 2000; Sayal et al., 2010; Wichstrom et al., 2012). In conclusion, children in Glasgow City have similar prevalence rates of social, emotional and behavioural difficulties at preschool, compared with children in the rest of the UK, but these difficulties are markedly worse in Glasgow City by the third year of school. However, the difference in these scores may just be due to Glasgow City having a more disadvantaged population, which in turn impacts on levels of difficulties. Whilst schools were found to make a difference in relation to children moving up or down the spectrum of difficulties in the first three years of school, there was no evidence that schools contributed to the likelihood of children having an ‘abnormal’ score at P3, though again, this lack of significance could be related to the small numbers of pupils within some schools, as well as the over-riding impact of having difficulties earlier in life. More research is required with larger numbers of students within schools in order to see if the lack of variance seen between schools at P3 is real or whether it is a sampling issue related to small numbers and therefore wide confidence intervals within schools. Qualitative work around the outliers and some of the unusual findings, e.g. that children in smaller schools appear to fare worse, would be beneficial in interpreting the findings. It would also be of great benefit to follow these children up to the next stage of data collection at P6, in order to explore what happens to children’s social, emotional and behavioural difficulties by the end of Primary school.
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Gore, Elaine Clift. "Houston's High School for the Performing and Visual Arts : a history of the first 25 years, 1971-1997 /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.
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Wong, Lai-king Hester. "Beginning teachers in a prevocational school : their teaching problems and coping strategies /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778038.

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Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.

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Shoemaker, Dennis. "Implementing change the first year of a superintendent in a rural community /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719426.

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Fok, Oi-yiu Eleanor. "Beginning teachers' opinions of induction practices in Hong Kong aided schools : implications for school management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037768.

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Watkins, Thomas S. Hines Edward R. "A comparison of student achievement after the first two years of one rural high school's implementation of a modified 4 x 4 block schedule." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087878.

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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed October 19, 2005. Dissertation Committee: Edward R. Hines (chair), Darryl A. Pifer, Albert T. Azinger, Norman Durflinger. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.
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Books on the topic "First years of school"

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Bohsali, Mary Lou. Langley School: The first fifty years. Donning Co., 1993.

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Wake, Roy. Bedales school: The first 100 years. Haggerston Press, 1993.

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Brooklyn Law School: The first hundred years. Brooklyn Law School, 2001.

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Weindling, Dick. Secondary headship: The first years. NFER-Nelson, 1987.

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Edginton, Jenny. Ottilie Hild House: The first 50 years. Ottilie Hild House Parents' Association, 1993.

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Margaret, Swindale, and Clough Jill, eds. Colston's Girls' School: The first hundred years. Redcliffe Press, 1991.

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Andrews, Mildred Tanner. The first 100 years: Auburn School District. Auburn School District Centennial Committee, 1996.

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School, Leicester Grammar, ed. Leicester Grammar School: The first ten years. Leicester Grammar School, 1992.

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Lockley, Harold. Leicester Grammar School: The first ten years. Leicester Grammar School, 1992.

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McIlrath, R. H. Larne Grammar School: The first 100 years. [Larne GrammarSchool], 1985.

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Book chapters on the topic "First years of school"

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Bartholo, Tiago, and Mariane Campelo Koslinski. "First two years at school." In Getting Evidence into Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429290343-9.

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Padovano, Amy. "First-Year Teachers." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_175.

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Scheuer, Claude, and Richard Bailey. "The active school concept." In Physical Activity and Sport During the First Ten Years of Life. Routledge, 2021. http://dx.doi.org/10.4324/9780429352645-19.

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Gallegati, Mauro, Antonio Palestrini, and Alberto Russo. "The School of Agent-Based Models in Ancona." In The First Outstanding 50 Years of “Università Politecnica delle Marche”. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33879-4_2.

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Raffe, David. "Small Expectations: the First Year of the Youth Training Scheme." In From School to Unemployment? Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18942-7_11.

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Merisuo-Storm, Tuula, and Juli-Anna Aerila. "Boys’ and Girls’ Reading Skills and Attitudes During the First Six School Years." In Literacy Studies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7_9.

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Romain, Jonathan E. "Grand Larceny in the First Grade: Traumatic Brain Injury in the School-Aged Years." In Pediatric Neuropsychology Case Studies. Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-78965-1_3.

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Johnson, Brad, and Hal Bowman. "Any Day of the School Year Can Become the New First Day of School." In Dear Teacher. Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-38.

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Hemmi, Kirsti, and Andreas Ryve. "The Culture of the Mathematics Classroom During the First School Years in Finland and Sweden." In Early Mathematics Learning and Development. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-215-9_12.

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Rumberger, Russell W., and Brenda Arellano. "Understanding and Addressing Achievement Gaps During the First Four Years of School in the United States." In International Studies in Educational Inequality, Theory and Policy. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5916-2_31.

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Conference papers on the topic "First years of school"

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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Māori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Māori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.
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Mariotti, E., G. Bevilacqua, V. Biancalana, et al. "Forty years after the first dark resonance experiment: an overview of the COSMA project results." In International Conference and School on Quantum Electronics "Laser Physics and Applications" - ICSQE 2016, edited by Tanja Dreischuh, Sanka Gateva, Albena Daskalova, and Alexandros Serafetinides. SPIE, 2016. http://dx.doi.org/10.1117/12.2264896.

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Nousek, John, Karen Varela, Fernando Quijandria, et al. "Swiftly searching the sky: the first three years of the Swift gamma-ray burst explorer." In COSMIC RAYS AND ASTROPHYSICS: Proceedings of the 3rd School on Cosmic Rays and Astrophysics. AIP, 2009. http://dx.doi.org/10.1063/1.3141358.

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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Alves, Anabela C., Francisco Moreira, Celina P. Leão, and Sandra Fernandes. "Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23212.

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Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.
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Lacomba, Paula. "Le Corbusier y Lilette Ripert. Les Maternelles vous parlent, hacia una pedagogía más humana." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.758.

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Resumen: La escuela de l´Unité d´habitation de Marseille se desarrolló a lo largo de más de una década. Los primeros dibujos realizados por Le Corbusier datan de 1944 y surgen varias evoluciones del proyecto hasta alcanzar la propuesta que finalmente se ejecuta en 1953. Durante este periodo surge la voluntad de atender a los principios pedagógicos de Céléstin Freinet de l´Ecole Moderne que estudiará y aplicará en la arquitectura que propone. Las técnicas planteadas por Freinet se desarrollaron en el centro de l´Unité por Lilette Ripert, una ferviente admiradora de Le Corbusier y colaboradora de Freinet, que reflejará en sus escritos, cartas, poemas y dibujos la capacidad de entender la escuela desde su uso. Se trata de una arquitectura que se desarrolla en paralelo a un sistema educativo y tiene la gran capacidad de adaptarse a los cambios que se proponen y seguir teniendo unos espacios docentes de calidad. Es una arquitectura hecha para sus usuarios y que permanece viva a pesar del paso del tiempo. Abstract: The school of l´Unité d´habitation de Marseille developed over more than a decade. The first drawings date back to 1944 and emerge several project proposals until the final one is reached by 1953. During this process Le Corbusier came across with Céléstin Freinet´s pedagogical principles and decided to study and apply them in his architecture. These techniques promoted by Freinet were lately developed in the school by Lilette Ripert, a fervent admirer of Le Corbusier and contributor of Freinet. She was able to understand the school from its use, and showed it in her writings, drawings, letters and poems. The project finally built develops in parallel to the educational system and has the ability to adapt to all changes without losing its spatial qualities. It is indeed a piece of work done with and for its users. Despite the passage of time, it is still alive. Palabras clave: Les Maternelles; Lilette Ripert; Céléstin Freinet; pedagogy; childhood; Le Corbusier. Keywords: Les Maternelles; Lilette Ripert; Céléstin Freinet; pedagogía; infancia; Le Corbusier. DOI: http://dx.doi.org/10.4995/LC2015.2015.758
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Yahya, Adnan H. "The inteaction between high school curriculum and first year college courses." In the 41st ACM technical symposium. ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734403.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Banfai, B., A. Pandur, B. Schiszler, B. Radnai, H. Banfai-Csonka, and J. Betlehem. "40 The long term effects of a 3-day first aid programme for 7–14 years old primary school children." In Meeting abstracts from the second European Emergency Medical Services Congress (EMS2018). British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjopen-2018-ems.40.

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Vanková, Katarína. "Language Maturity In Roma Children In The First Year Of School Attendance." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.78.

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Reports on the topic "First years of school"

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Fryer, Roland, and Steven Levitt. Understanding the Black-White Test Score Gap in the First Two Years of School. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8975.

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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.
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Brackley, Allen M., and K. Petersen. Planning, implementation, and history of the first 5 years of operation of the Craig, Alaska, pool and school biomass heating system—a case study. U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-gtr-936.

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Brackley, Allen M., and K. Petersen. Planning, implementation, and history of the first 5 years of operation of the Craig, Alaska, pool and school biomass heating system—a case study. U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-gtr-936.

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Grimes, Daniel. Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7374.

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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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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 at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Goldberg, Alfred. The Pentagon: The First Fifty Years. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada259419.

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Cohen, A., and B. Petersen. The first forty years, 1947-1987. Edited by M. S. Rowe. Office of Scientific and Technical Information (OSTI), 1987. http://dx.doi.org/10.2172/6260945.

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Holmes, Julie. Predicting and Detecting First Grade School Adjustment. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1662.

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