Relevant bibliographies by topics / Pre-school – Experience

Contents

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

Academic literature on the topic 'Pre-school – Experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Pre-school – Experience"

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Storhaug, Kari. "Caries experience in disabled pre-school children." Acta Odontologica Scandinavica 43, no. 4 (1985): 241–48. http://dx.doi.org/10.3109/00016358509046504.

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Bakhmat, N. "FUTURE PRE-SCHOOL TEACHERS’ PREPARATION TO ROLE ACTIVITIES OF PRE-SCHOOL CHILDREN: EXTERNAL EXPERIENCE." Pedagogical Education: Theory and Practice 1, no. 25 (2018): 12–18. http://dx.doi.org/10.32626/2309-9763.2018-25-1.12-18.

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Ojo, O. A., K. O. Adu, and E. O. Adu. "School Experience: Institutions’ Expectations from Pre-service Teachers." Anthropologist 29, no. 1 (2017): 19–26. http://dx.doi.org/10.1080/09720073.2017.1335825.

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Hodgkinson, Liz, and Les Hamill. "Pre-16 school work experience and civil engineering careers." Proceedings of the Institution of Civil Engineers - Civil Engineering 163, no. 3 (2010): 131–36. http://dx.doi.org/10.1680/cien.2010.163.3.131.

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Cash, J. V., C. M. Sweezy, A. Browne-Topete, P. L. Martin, D. L. Georgas, and N. A. Larrier. "Easing the TBI Experience in the Pre-School Patient." Biology of Blood and Marrow Transplantation 15, no. 2 (2009): 32–33. http://dx.doi.org/10.1016/j.bbmt.2008.12.100.

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Ozdas, Faysal. "Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes." Journal of Education and Learning 7, no. 3 (2018): 188. http://dx.doi.org/10.5539/jel.v7n3p188.

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Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this purpose, the perceptions of 48 pre-service teachers attending Pedagogical Formation Training at Mardin Artuklu University and taking the school experience course were got. The study group of the current research consists of the 48 pre-service teachers t
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Ewing, Patricia, Diana C. Otczyk, Stefano Occhipinti, Jennelle M. Kyd, Maree Gleeson, and Allan W. Cripps. "Developmental Profiles of Mucosal Immunity in Pre-school Children." Clinical and Developmental Immunology 2010 (2010): 1–10. http://dx.doi.org/10.1155/2010/196785.

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This study investigated the effect of attending pre-school on mucosal immunity. Children 3.5 to 5 years of age who attended pre-school were observed for a 10 month period. Demographic information was collected on previous childcare experiences, the home environment and clinical information relating to the child and the family. A daily illness log was kept for each child. A multivariate longitudinal analysis of the relation between immunoglobulins in saliva and age, gender, childcare experience, pre-school exposure, number of siblings, environmental tobacco smoke (ETS), atopy and hospitalisatio
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Cevik, Gulsen Buyuksahin. "Examining Pre-school Teachers’ and Parents’ Views on Counseling and Guidance Services in Pre-school Education." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (2017): 207. http://dx.doi.org/10.11591/ijere.v6i3.7639.

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Current study aims to reveal the problems that pre-school teachers and parents face, in relation to guidance and counseling services, at schools without psychological counselors. The purpose of including pre-school teachers and parents in the current study was to find out both whether they considered the guidance and counseling services a need and whether their methods of intervention against the problems that they face were functional. The current research was designed with interview technique as a qualitative study method. Research data were collected through a semi-structured interview form
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Laker, Anthony, Julia Craig Laker, and Susan Lea. "Sources of support for pre‐service teachers during school experience." Mentoring & Tutoring: Partnership in Learning 16, no. 2 (2008): 125–40. http://dx.doi.org/10.1080/13611260801916234.

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Williams, S. A., S. Y. L. Kwan, and S. Parsons. "Parental Smoking Practices and Caries Experience in Pre–School Children." Caries Research 34, no. 2 (2000): 117–22. http://dx.doi.org/10.1159/000016578.

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Dissertations / Theses on the topic "Pre-school – Experience"

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Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in A
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Wetli, Ellen Christine. "The Pre-Veterinary Experience: What You Need to Know." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1272226854.

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Varkula, Lindsay C. "Pre-School Children’s Understanding of Cancer: The Impact of Parental Teaching and Life Experience." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1153327964.

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Hadeed, Julie Anne. "The effects of preschool experience on some aspects of child development in Bahrain." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019086/.

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Recent research evidence, primarily from the Western hemisphere, supports the belief that high quality preschool experience has long-lasting effects on the development of children's later lives (Ball, RSA Start Right Report, 1994; Bruner, 1980; Schweinhart, Barnes & Weikart, 1993; Sylva, 1993). The important questions posed for this investigation in Bahrain were: 1. Is attendance at preschool centres (educationally and care orientated) associated with higher scores on measures of child development when compared to a control group of children who remained at home? 2. Is attendance at educationa
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Osborn, Marie. "Exploring perceptions of school through negative school experience : what can Educational Psychologists learn? : an interpretative phenomenological study with young mothers of pre-school children." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3997/.

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A body of research has focused on exploring educational attainment and links between outcomes from one generation to the next, with a complex array of factors revealed. One influential factor linked to outcomes is the aspirations that parents have about school for their children. Research to date however has provided only limited insight into the ways parents, or mothers in particular view school for their child, based on their own experiences. This study aimed to understand more about what a negative school experience meant to a group , mothers of children 3 years and under. It also sought to
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Daniels, Sandra. "Multilevel statistical models in the analysis of pre-school experience and birthdate effects on children's educational outcomes." Thesis, University of Leeds, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248520.

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Dogan, Sumeyra. "An Investigation Of Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610673/index.pdf.

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The purpose of this study was to investigate the nature of changes in preservice elementary mathematics teachers&rsquo<br>views and reflections about elementary mathematics classes based on their observations in School Experience I and School Experience II courses. Specifically, this study investigated pre-service elementary mathematics teachers&rsquo<br>views and reflections about instruction, assessment, and classroom management issues in elementary mathematics classes based on their observations in School Experience I and School Experience II courses. The sample consisted of 19 pre-s
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Duvenhage, Maryke. "Exploring the experiences of volunteer care workers facilitating an intervention programme with vulnerable pre-school children." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/26718.

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The purpose of this study was to explore and describe the experiences of three volunteer care workers in their role as facilitators of an intervention programme aimed at strengthening the resilience of pre-school children. The study forms part of a broad research project, the Kgolo-Mmogo project, involving a multidisciplinary team of researchers from the University of Pretoria and Yale University in the United States of America. One of the objectives of the project is to investigate the possibility of strengthening the resilience, as well as the adaptive functioning of children affected by HIV
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Ripemo, Maria. "Spelar drama någon roll? : Om betydelsen av drama för de yngsta barnen i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43478.

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The purpose of this thesis is to examine the intrinsic value (inner value) of drama for the youngest children (age 1-3) in pre-school. Besides that I have also tried to figure out if drama possible causes playing. By using action research as a method I have conducted an examination at one pre-school where I performed what I called ”drama experiences” with the children. Through my research I have found out the answer to and also gained a deeper understanding for my issue about how children act, react, interact and intra-act within drama. In literature I have used both the phenomenological persp
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Fiddy, R. G. "Case-studies in the relationship between pre and post-school vocational education/training policy and the experience of the individual." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378589.

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Books on the topic "Pre-school – Experience"

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Melhuish, Edward C. Pre-school experience and cognitive development at the start of primary school. Stranmillis Press, 2002.

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Effective Pre-school Provision in Northern Ireland. Pre-school experience and social/behavioural development at the start of primary school. Stranmillis Press for EPPNI, 2002.

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Burns, Kathleen P. The pre-school experience: The path to a painless primary one?. The Author], 1992.

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Fiddy, Rob. Case-studies in the relationship between pre and post-school vocational education/training policy and the experience of the individual. University of East Anglia, 1987.

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Polette, Nancy. Books to begin on!: Literature experiences, pre-school - grade one. Book Lures, Inc., 1994.

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Andrianova, Elena, Mariya Bogomolova, Anna Grishina, et al. Modern technologies of preschool education. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1023275.

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Study guide tailored to the needs identified in the GEF PRIOR to the organization of educational process in preschool educational organizations, and areas of development and education of the child. Used experience pre-school educational institutions of Ulyanovsk, Ulyanovsk region, operating in the mode of innovation.&#x0D; Meets the requirements of Federal state educational standards of higher education of the last generation.&#x0D; For bachelors of higher educational institutions enrolled in the profile "Primary education" and educators of preschool organizations.
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Makin, Laurie. How to develop children's early literacy: A guide for professional carers and educators. Paul Chapman Pub., 2004.

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Evans, Allen Douglas. The relationship of an elementary school practicum experience to a pre-service methods course: Situated cognition, theoretical orientations, content knowledge, and self-perceptions. 1991.

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Martin, Vida. The relationship of pre-internship experience and success in elementary student teaching. 1988.

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Spence, Kenny, and Gary Clapton. Gender balance in the childcare workforce: Why having more men in childcare is important. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0010.

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The care and education of young children comprise one of the most gender-segregated occupations in the UK. Many a child in Scotland has no positive male influence in education until secondary school. Concerning pupils with behavioural or emotional difficulties, 71% are boys, and of those children excluded from school, 91% are boys. Boys who are doing much worse than girls educationally may be more likely to be involved in crime and have mental health problems and higher rates of suicide. They need positive role models who understand their actions and feelings. A boy may go from pre-school to p
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Book chapters on the topic "Pre-school – Experience"

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Goos, Merrilyn, B. Arvold, N. Bednarz, et al. "School Experience During Pre-Service Teacher Education from the Students’ Perspective." In The Professional Education and Development of Teachers of Mathematics. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_9.

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Zein, Subhan. "Pre-service education for primary school English teachers in Indonesia: policy implications." In Teachers’ Perceptions, Experience and Learning. Routledge, 2019. http://dx.doi.org/10.4324/9781351173285-8.

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Kolano, Lan Quach, and Cherese Childers-McKee. "Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch018.

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In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.
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Kolano, Lan Quach, and Cherese Childers-McKee. "Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership." In Professional Development Schools and Transformative Partnerships. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch007.

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In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.
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Ader, Lidia. "Stylistic Turbulence: The Experience of the Rimsky-Korsakov School." In Rimsky-Korsakov and His World, translated by Jonathan Walker. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691182711.003.0009.

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This chapter explores the legacy of Rimsky-Korsakov's pedagogical work, a legacy that bore greatest fruit in the Soviet Union of the 1920s and 1930s, well after his death, when musical life was rebuilt, and pre-revolutionary ideas reassessed. During those years, a major reform of the Conservatory system was undertaken, and new pedagogical strategies emerged. The Rimsky-Korsakov school and the composer's own oeuvre continued to influence musical tastes and teaching in this period, generating lively polemics. The chapter then provides an understanding of how far-reaching Rimsky-Korsakov's principles of composition proved to be, forming a solid foundation that was built on by loyal members of his compositional school over the next two generations, through favorable and unfavorable ideological swings.
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Pinto-Llorente, Ana María. "Pre-Service English Teachers' Perception of the Practicum Experience." In English Language Teaching in a Post-Method Paradigm. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9228-0.ch013.

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The aim of the research is to explore pre-service teachers' perceptions of a school-based practicum experience as part of their training as future teachers. To achieve the goal of the research, a quantitative study is employed. The sample is composed of a total of 113 pre-service teachers studying the last year of the Degree in Primary Education: English ranging in age from 22 to 48. To operationalize the variables and collect the data, the researchers use a questionnaire. On analysing the results, the investigators highlight that pre-service teachers are quite satisfied with the experience, the majority of them consider this practice brings them the opportunity to observe the real context in which they will develop their future work, and to put into practice what they have acquired. The experience contributes to student empowerment in learning since they have the opportunity to manage different lessons and demonstrate their teaching skills.
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Carreres, Asunción Lledó, Elena Pérez-Vázquez, Alejandro Lorenzo-Lledó, and Gonzalo Lorenzo Lledó. "Gamification as a Didactic Strategy for the Physical Education of Pre-School Students." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch009.

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In the last decade, gamification has become one of the teaching-learning strategies that has received the most attention in the world of education. This new tool uses the elements of the games to design experiences that attract the attention of students, increase their interest and motivation, and improve their learning results. Nevertheless, despite the potential of gamification, teachers are faced with the difficulty of fusing curricular elements with gamable elements to achieve an effective educational experience adapted to the curricular level of students. For this reason, the present chapter aims to design a didactic proposal of gamification destined to work with contents of physical education in the pre-school stage. This chapter shows that gamification can be used in the field of early childhood education without the need to use a large amount of educational resources, if teachers have knowledge about the process to be followed to adapt the curriculum.
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White, Mathew A. "Enhancing school – university pre-service teacher professional experience with online wellbeing masterclasses during COVID-19." In Wellbeing and Resilience Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003134190-9.

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Burns, Raquel M., Colleen E. Commisso, Irem B. Karabacak, and Brenna K. Wood. "Doctoral Student Involvement in Online Course Development." In Handbook of Research on Virtual Training and Mentoring of Online Instructors. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch006.

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As modes of course delivery evolve so do the demands for instructors with experience both online and in-person. Traditionally, advanced graduate students in special education gain experiences through “in-person,” co-teaching, or graduate/teaching assistant experiences. Further, if given the opportunity to teach online, the course is usually already developed with little or no opportunity to build additional online modules. In this chapter, the authors will describe a course during which an instructor and seven PhD students work as a collaborative learning community to develop an online version of an “in-person” introduction to special education course. A unique feature of the class was the online version needed to address a broad range of pre-service school personnel (e.g., pre-service: teachers, school counselors, school psychology students). Although the focus of this chapter is the development of an online introductory course, the strategies covered can be used to develop a wide range of online course topics.
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Prystupa, Kaja, and Omar Luethi. "Development of Knowledge and Skills with Case Method." In Business Education and Ethics. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch022.

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The aim of this chapter is to analyze the application of two different variations of the case study method at different levels of education programs in reference to the development of knowledge and skills. Based on theoretical foundations the authors share good practices of their own experience as educators at HSO Business School in Switzerland and Kozminski University in Poland. Both institutions face different challenges created by different institutional settings. These reach from pre-experienced undergraduate and graduate student group in a traditional University setting in Poland to part-time students with several years of work experience in higher vocational education in Switzerland.
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Conference papers on the topic "Pre-school – Experience"

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Ochirov, Gombozhap D. "History and development of Primary and Pre-school Pedagogy Department." In Eurasian paradigm of Russia: values, ideas and experience. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0814-2-149-151.

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Mamat, Nordin. "Children’s Experience and Learning Opportunities in PERPADUAN (Unity) Pre-school Settings in Malaysia." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.1.

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." 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.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the g
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Morrone, Michelle Henault, and Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.

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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for
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Acosta, Carmen Alicia, Maria Alejandra Cabrera, Nohora Lucia Caicedo, et al. "Collective Intelligence on a Robotic Project, a Pedagogical Experience in a Pre-school Garden at Nariño (Colombia)." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.109.

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Balzano, Emilio, Anna Merinio, Caterina Miele, and Marco Serpico. "PRIMARY SCHOOL TEACHERS PRE-SERVICE SCIENCE LEARNING. THE PLACE OF REFLECTION ABOUT EXPERIENCE. FINDINGS FROM AN ACADEMIC COURSE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0686.

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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology.
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Badilla Quintana, María Graciela, Ignacio Salamanca Garay, Laura Jiménez Pérez, Marcelo Careaga Butter, and Carolina Fuentes Henríquez. "EXPLORING HOW PRE-SERVICE TEACHERS’ PERCEIVING COLLABORATIVE WORK BASED ON AN EXPERIENCE OF EDUCATIONAL CO-WORKING BETWEEN UNIVERSITY AND SCHOOL." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1227.

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Makarskaitė-Petkevičienė, Rita. "STUDENTS’ NATURAL SCIENCE CONTEST: TASK ANALYSIS IN THE ASPECT OF KNOWLEDGE AND UNDERSTANDING." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.119.

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National contest “Lithuanian naturalist” 1st -2nd form students’ team (15) performed task (from animate nature and people’s living environment sphere) analysis was carried out. The attention was paid to students’ natural science knowledge and understanding. The research was grounded on the attitude that this contest as a non-formal education form is an effective device because it contributes to natural science education quality in primary school: 1) develops primary school students’ natural science literacy; 2) makes possibilities for teachers to reflect on their experience and proposes ideas
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Cirali Sarica, Hatice. "ONLINE DIGITAL STORYTELLING WORKSHOP AS A REFLECTIVE PRACTICE ON THE DISTANCE SCHOOL EXPERIENCE OF PRE-SERVICE TEACHERS DURING THE COVID-19 PANDEMIC." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1086.

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Reports on the topic "Pre-school – Experience"

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3
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