Relevant bibliographies by topics / School age (Entrance age)

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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 'School age (Entrance age)'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "School age (Entrance age)"

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Sweeney, Nancy Symmes. "The Age Position Effect: School Entrance Age, Giftedness, and Underachievement." Journal for the Education of the Gifted 18, no. 2 (1995): 171–88. http://dx.doi.org/10.1177/016235329501800205.

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This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike & Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, & Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months immediately following the legal cutoff school entrance date) and younger students (with birthdates in the four months immediately preceding that date). Data analysis (ANOVA) did reveal a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill, thus refuting findings of earlier studies on this issue.
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Cesarone, Bernard. "ERIC/EECE Report: School Entrance Age." Childhood Education 74, no. 3 (1998): 184–86. http://dx.doi.org/10.1080/00094056.1998.10522702.

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Guswandi, Fawina Aulia. "School Starting Age and Academic Performance: An Empirical Study in Indonesia." Jurnal Perencanaan Pembangunan: The Indonesian Journal of Development Planning 5, no. 3 (2021): 344–62. http://dx.doi.org/10.36574/jpp.v5i3.218.

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School entry regulations in Indonesia have a specific cutoff date for enrolment and it requires children to start school at the age of seven. In practice, there were schools that allowed children to start elementary school before reaching seven years old. This might create age differences between children in the same grade at school. Some literature has been shown that older students outperform younger students in the school outcomes. For instance, higher education attainment, reduce grade repetition, and excellent academic performances. However, limited evidence exists about the school starting age and academic performances in Indonesia. In order to determine whether the school starting age rule in Indonesia affects children’s academic performance, this study utilizes the Indonesian Family Life Survey (IFLS wave) 5 and regression discontinuity design. This study found that older entrance might get lower score compared to the children who start school at early age. Based on the results, entering school earlier might increase the average of total score by 2.687 grade points higher than older entrance.
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Horstschräer, Julia, and Grit Muehler. "School entrance recommendation: a question of age or development?" Education Economics 22, no. 3 (2012): 270–92. http://dx.doi.org/10.1080/09645292.2011.645126.

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Sun-Young Kim. "The Relationship between School Entrance Age and Social Development and School Adjustment." Korean Journal of Early Childhood Education 27, no. 2 (2007): 119–38. http://dx.doi.org/10.18023/kjece.2007.27.2.006.

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Grissom, James B. "Age & Achievement." education policy analysis archives 12 (September 18, 2004): 49. http://dx.doi.org/10.14507/epaa.v12n49.2004.

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There is continuing controversy about the optimal or appropriate age at which children should start school. The purpose of this study is to examine the relationship between age and achievement. It is an attempt to evaluate the hypothesis that older students fare better academically than their younger classmates. Findings indicate that on average for students in elementary school there is positive linear relationship between age and achievement for age normal peers. Even though there is positive linear relationship, the difference in average test scores between the oldest and youngest students is not great and by the time students reach 10th grade the positive linear relationship has disappeared. For overage students there is on average a negative linear relationship between age and achievement at all grade levels. That is, the negative relationship between age and achievement remains constant over time. These results argue against modifying entrance age policies, delaying school entry, implementing transitional kindergarten or first grade programs or retaining students to improve educational achievement. Policies and practices that make students older than their classmates inversely affect their educational achievement.
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Demeis, Joseph L., and Eleanor S. Stearns. "Relationship of School Entrance Age to Academic and Social Performance." Journal of Educational Research 86, no. 1 (1992): 20–27. http://dx.doi.org/10.1080/00220671.1992.9941823.

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Robinson, Sandra L. "School Entrance Age and the Three R's: Research, Reality and Recommendations." Kappa Delta Pi Record 23, no. 1 (1986): 3–7. http://dx.doi.org/10.1080/00228958.1986.10517790.

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Sakic, Marija, Josip Burusic, and Toni Babarovic. "The relation between school entrance age and school achievement during primary schooling: Evidence from Croatian primary schools." British Journal of Educational Psychology 83, no. 4 (2012): 651–63. http://dx.doi.org/10.1111/bjep.12000.

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Çelikkol, Ömer. "Impacts of the School Starting Age on Academic Achievement." Shanlax International Journal of Education 11, S1-July (2023): 208–15. http://dx.doi.org/10.34293/education.v11is1-july.6186.

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The present research attempted to investigate the impacts of gender and age on the freshly-graduatedeighth graders’ percentiles in the central high school entrance exam (LGS) in 2020. The sample of this causal-comparative study comprised 6,039 students selected from secondary schools in Isparta who took the LGS in 2020. The data were obtained from the Isparta Directorate of National Education on a chart demonstrating the participants’ demographic characteristics and the percentiles of their exam scores. The findings revealed significant differences between the students starting school at 60-65, 66-68, and 69-71 months and those with a school starting age of 72 months and older by exam achievement. In this sense, the students starting school at an early age (60-71 months) had poorer achievement in the LGS than their counterparts starting school at an older age (72 months and above). Moreover, the students’ achievement on the said exam significantly differed by gender. Accordingly, the female students demonstrated greater achievement in the LGS when compared to the male students. Considering the findings, it may confidently be asserted that it would be appropriate to amend the provision of the relevant regulation as the minimum age for starting school to be 72 months as of the fall semester.
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Dissertations / Theses on the topic "School age (Entrance age)"

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Leonard, Stacy L. "The relationship between age at school entrance and later need for remedial services." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000leonards.pdf.

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Hensley, Andrea L. "The effects of school entrance age for summer-born male students." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642374.

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<p> The purpose of the current study was to understand if there are any longitudinal behavioral or academic effects for boys who are the youngest in their class, who have birthdays near or at the cutoff date for starting school and enter school at the beginning of the succeeding semester. The current study compares retention rates, behavioral records, and grade averages of boys who were born in the months of June, July, or August and are the youngest in their class in a state where the cutoff date for school enrollment is September first to those same variables in boys whose birthdates are in all other months of the year. The current study addresses whether boys who began school at a younger age ultimately struggle with academics or behavior once they are in high school, ninth through twelfth grade. The current study adds to the body of knowledge that currently exists regarding the practice of holding students back a year, known as academic redshirting. The current study employed non-experimental quantitative research methods using <i>ex post facto </i> analysis of existing data. The results of the current study show no significant longitudinal behavioral effects for boys who are the youngest in their class; however, there may be longitudinal academic effects for boys who are the youngest in their class. The results of the current study show non-summer born boys had a statistically significantly higher mean overall grade average than the summer born boys. Since the academic effects found in the current study were slight, the results of the current study support the argument that the phenomenon known as academic redshirting is not necessarily a useful practice when the decision to hold the child back is based solely on the student's summer birthdate.</p>
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Datar, Ashlesha. "The impact of changes in kindergarten entrance age policies on children's academic achievement and the child care needs of families." Santa Monica, Calif. : Rand, 2003. http://www.rand.org/publications/electronic/ed.html.

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Jernigan, Sharon Reynolds. "The Relationship of Sex and Age at Entrance to School to Second Grade Achievement." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332017/.

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This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered are chronological age, mental age, physical maturity, emotional and social maturity, behavior age, and sex.
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Brassolatti, Rejane Cristina. "Avaliação de um manejo integrado no controle da pediculosis capitis em escolares de Campinas, SP." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/311642.

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Orientador: Paulo Roberto Madureira<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas<br>Made available in DSpace on 2018-08-04T03:08:35Z (GMT). No. of bitstreams: 1 Brassolatti_RejaneCristina_D.pdf: 4675246 bytes, checksum: 25883f89fde4fa7c2540c452b4695eb0 (MD5) Previous issue date: 2004<br>Resumo: A pediculose capitis é uma infestação muito freqüente entre escolares do mundo todo, porém tem recebido pouca atenção dos órgãos de pesquisa e saúde pública, em razão da pouca importância em termos de morbimortalidade. O manejo integrado, com ênfase no controle mecânico e a educação, tem sido defendido como uma proposta mais adequada e menos agressiva para o seu controle, evitando-se o uso indiscriminado de inseticidas. Este estudo avaliou o resultado de um manejo integrado no controle da pediculose capitis, no aspecto educacional e no controle mecânico ( penteação a úmido com pente fmo e catação) em uma comunidade escolar de Campinas, SP. Mediu-se a prevalência da pediculose capitis nesses escolares antes, durante e após um período de seis semanas da intervenção, assim como algumas variáveis epidemiológicas como idade, sexo, origem racial, tipo e comprimento dos cabelos. Foi realizada uma oficina com a direção, professores e famílias visando trabalhar a concepção em relação à pediculose e seu controle, assim como ampliar o conhecimento da infestação, seus riscos, tratamentos e o uso de controle mecânico com penteação a úmido. Realizou-se o trabalho educativo com os alunos em sala de aula, pelos professores e a pesquisadora. A concepção dos alunos quanto ao combate ao piolho da cabeça foi acompanhada nesse período através de manifestações livres impressas. Foram examinados 534 alunos na faixa etária de 6 a 10 anos com positividade de 13,1 %, a incidência no sexo feminino foi de 22,1% e no sexo masculino de 5,0%. Não houve diferença significativa na prevalência em relação aos tipos raciais e tipos de cabelos analisados. Após o trabalho educativo e de controle mecânico semanal por seis semanas, a prevalência caiu para 4,9 % (significância < 0,01, Teste de McNemar). O manejo integrado que envolveu o trabalho educativo voltado para a mudança de concepção quanto ao preconceito que envolve esse problema, relacionando-o à falta de higiene, ao uso indiscriminado de inseticidas e tratamentos individuais, assim como a valorização do controle mecânico semanal, mostrou-se muito eficiente no controle da pediculosecapitis desta comunidade escolar, evidenciada por uma diminuição da incidência da infestação. Em nova avaliação sobre a concepção de pediculose da cabeça e formas de controle que aconteceu em 2003, através de manifestações livres impressas para todas as séries e questionário aplicado a uma amostra de 88 escolares que fizeram parte do estudo em 2001, ficou evidenciado que essa comunidade escolar continuou apontando, porém em menor grau, uma conscientização quanto a não associação da pediculose à falta de higiene, porém se manteve a atitude quanto a ocultar a parasitose por vergonha ou receio. Quanto aos professores e direção da escola não houve a necessária disposição para dar continuidade a um trabalho por eles próprios apontado na época como necessário e eficiente. Esse resultado aponta para a possibilidade de se controlar essa ectoparasitose no meio escolar, de uma forma mais eficiente e com menos riscos, favorecendo a interação de toda a comunidade deste meio, já que privilegia o tratamento coletivo e o trato de concepções preconceituosas frente a um problema freqüente entre os escolares desta faixa etária<br>Abstract: Pediculosis capitis is a very common infestation in school children. Although it is a major worldwide problem, research and public health organs do not demonstrate any interest because it is not an important problem in tenns of morbidity-mortality. Integrated pest management involving mechanical control and education has proved to be the most adequate and least aggressive proposal for the control of this ectoparasitosis, since it avoids the indiscriminate use of insecticides. This study evaluated the results of an integrated pest management involving educational aspects and mechanical control (using a lice comb on humid hair to manually remove the lice and nits) in the control of pediculosis capitis in a school community in Campinas, Sao Paulo. The prevalence of pediculosis capitis in these children was evaluated before, during and afier the six week intervention period. Some epidemiological variables like age, sex, racial group, type and length of hair were also observed. A workshop was conducted with the teachers and school administration regarding infestation and its control , its risks, treatments as well as the mechanical control of this infestation with the lice comb. The teachers and researchers then conducted educational sessions in the classrooms. The students were free to express, in writing, their concepts in relation to the combat of head lice. In this study, 534 students, whose ages ranged from 6 to 10 years, were examined and the positivity was 13%. Prevalence among females was 22.1 % and among males 5.0%. There was no significant difference regarding prevalence in relation to racial types and types of hair. After conducting the educational sessions and six weeks of mechanical controI, the prevalence fell to down 4.9% (Significance = 0.00, McNemar's Test). Integrated pest management included educational work aimed at changing concepts that associate this problem with lack of hygiene, the indiscriminate use of insecticides and individual treatments as well as to hig Wight the effectiveness of a weekly mechanical control of capitis pediculosis in the school community, as proved by the reduced infestation. These results indicate the possibility of controlling the ectoparasitosis in schools more effectively and with fewer risks using this method, which favors community interaction, as it involves collective treatment, and resolves prejudicial concepts about a problem that is common in this age grou<br>Doutorado<br>Saude Coletiva<br>Doutor em Saude Coletiva
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Pazzia-Guiducci, Olga. "An exploratory study of derogation in Quebec : the case of three students." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85197.

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This qualitative study investigates the consequences of advancing three preschoolers into kindergarten in the province of Quebec, where the derogation exemption enables younger children to start school before they reach the age of admission of five years by September 30th. The rationale for this study came from an interest to discover the perspectives of the students, their teachers, and their parents on the topic of derogation. This study examines how these students, one in grade 4 and two in grade 6, feel about being the youngest in the class, and how teachers and parents perceive them as learners and socializers. The research design is based on an exploratory qualitative case study approach. The methods used to collect the data consist of interviews conducted with the three selected students, their homeroom teachers, and two parents; observations of the students in their school settings, and the analysis of documents such as field notes and journal entries. The interviews are analyzed within a socio-cultural interpretive framework in order to examine the way that derogation has affected the social and emotional lives of the three selected children. Vygotsky's zone of proximal development is explored. This concept presents the idea that children develop their learning potential in a setting where they can learn with more capable peers and adults who provide guidance and support. When these younger children are advanced into a kindergarten class, they are placed in a setting with older peers and adult teachers. One of the issues addressed in this study is how the social milieu encourages derogated children to develop their cognitive approach to problem solving and learning. The themes that emerged from this study include the importance of parental support, peer acceptance, and self-esteem. The younger derogated students are more likely to experience success in their academic and social-emotional lives if they have good parental support, a
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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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Nelson, Helen. "Age, gender and sociodemographic differences in school entrants' social and emotional competence." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1830.

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Aim. This research aimed to establish baseline age, gender, and sociodemographic differences in school entrants’ social and emotional competence to provide an empirical base for supporting positive responses to normal development in children as they begin school, thereby promoting life-long patterns of health and wellbeing. Review of Literature. Health priorities for children in a rapidly changing society are shifting due to the changing nature of social and emotional demands, resulting in an increasing complexity of health and developmental problems. Consequently, the role of the school nurse in primary and secondary schools is expanding, with a growing focus on providing support and early interventions for social, emotional, and behavioural issues. Bullying peaks at school entry and is associated with poor outcomes of health and education for children. Supporting the development of empathy in school-aged children has been proposed as a potential solution to the problem of bullying, but pathways of normal development of empathy and aggression are uncertain.Method. A cross-sectional observational study was conducted using a number of reliable and valid child and teacher questionnaires. Participants comprised a sample of children across Pre-primary, Year One and Year Two classes in an independent school. Statistical analysis was conducted using bivariate analyses and linear regression.Results. Teacher reported aggression was lower with age as empathy was higher, and girls were more empathic than boys. The higher level of reported empathy was not progressive, rather it occurred between Year One and Year Two, whereas aggression was not significantly lower between Year One and Year Two. There was no gender difference in teacher reported total aggression or covert aggression, and covert aggression was not reported to be higher with age.Discussion. In the first years of school, aggression lessens while empathy increases indicating that prosocial behaviour is a developmental milestone. Because of this, school nurses must understand the importance of surrounding children with safety in relationships as they begin school; in so doing, supporting developmental pathways of protection.
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Telles, Renato Katchadur. "Sensibilidade e especificidade de tres criterios diagnosticos de sobrepeso e de obesidade em escolares." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/310667.

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Orientador: Antonio de Azevedo Barros Filho<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas<br>Made available in DSpace on 2018-08-04T02:45:11Z (GMT). No. of bitstreams: 1 Telles_RenatoKatchadur_M.pdf: 649348 bytes, checksum: 8277622e5d62f8c9e7399060ecf4833c (MD5) Previous issue date: 2004<br>Resumo: Introdução: Não existe consenso acerca de um critério diagnóstico universal para sobrepeso e obesidade em crianças. Pela simplicidade de obtenção e aplicabilidade o índice de massa corporal (IMC) vem sendo tema de diversos estudos visando seu uso para estes diagnósticos em pediatria. Objetivo: Determinar a sensibilidade e a especificidade de três critérios diagnósticos de sobrepeso e de obesidade que utilizam o IMC em escolares. Material e Método: Foram analisadas 1595 crianças com idade entre 6,93 a 10,94 anos. Todas foram submetidas às medidas de peso e de estatura. A composição corporal dos avaliados foi obtida por meio da bioimpedância do hemicorpo inferior. Foram avaliadas as medidas da sensibilidade e da especificidade de três critérios diagnósticos de sobrepeso e de obesidade que usam o IMC (MUST, DALLAL e DIETZ-1991; COLE et al-2000; CDC-2000). Para a determinação dos valores de corte diagnóstico de sobrepeso/obesidade foi utilizada a curva ROC. Resultados: A sensibilidade dos três métodos diagnósticos de sobrepeso em meninas e meninos variou de 79,34 a 82,64 e de 91,30 a 97,39 respectivamente, enquanto que a especificidade para este diagnóstico variou entre 95,05 e 96,78 nas meninas e 87,50 a 96,43 nos meninos. A variação da sensibilidade para o diagnóstico de obesidade foi de 27,38 a 51,85 nas meninas e de 51,22 a 78,67 nos meninos enquanto que a especificidade para este diagnóstico foi de 98,41 a 100 para as meninas e de 97,44 a 100 para os meninos. Conclusão: Os três métodos diagnósticos avaliados apresentaram boa sensibilidade para classificar sobrepeso; baixa sensibilidade para diagnosticar obesidade; alta especificidade para o diagnóstico de sobrepeso/obesidade. O ponto de corte do índice de massa corporal igual ou maior que 18,50 para as meninas e igual ou maior que 20,00 para os meninos implica em melhora na sensibilidade sem perder qualidade na especificidade deste método em diagnosticar obesidade nos escolares<br>Abstract: Introduction: There is no consensus for the universal criteria of overweight and obesity diagnosis in children. Due to its simplicity and applicability, the body mass index (BMI) has been the object of several studies aiming at its diagnostic use in pediatrics.Objective: To determine the sensitivity and specificity of three diagnostic criteria of overweight and obesity that use the BMI method in school children.Material and Method: A total of 1595 school children with ages ranging from 6,93 to 10,94 was analyzed. All children had their weight and their height measured. The body composition of the subjects was obtained by means of leg-to-leg bioelectrical impedance analysis. Measurements of sensitivity and specificity of the three diagnostic criteria of overweight and obesity that apply to BMI were assessed (MUST, DALLAL e DIETZ-1991; COLE et al-2000; CDC-2000). To determine the cut-off values for the overweight/obesity, the ROC curve was used. Results: The sensitivity of the three diagnostic methods for determining overweight in girls and boys varied from 79.34 to 82.64 and from 91.30 to 97.39 respectively, while the specificity for this diagnosis varied from 95.05 to 96.78 for the girls and 87.50 to 96.43 for the boys. The sensitivity of variation for the obesity diagnosis was from 27.38 to 51.85 for the girls and for 51.22 to 78.67 for the boys, while the specificity for this diagnosis was from 98.41 to 100 for the girls and from 97.44 to 100 for the boys. Conclusion: The three evaluated methods of diagnosis presented good sensitivity to classify overweight, low sensitivity to diagnose obesity, high specificity for the diagnosis of overweight/obesity. The cut-off point for the body mass index equal or higher than 18.50 for the girls and equal or higher than 20.00 for the boys implies better sensitivity without losing quality in the specificity of this method to diagnose obesity in schoolchildren<br>Mestrado<br>Saude da Criança e do Adolescente<br>Mestre em Saude da Criança e do Adolescente
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Bhattacharya, Samrat. "Three essays on children's skill acquisition and academic performance." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1221754167.

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Books on the topic "School age (Entrance age)"

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Washington, Elizabeth Foote. Entrance age and visual motor integration. U.S. Department of Education., 1991.

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Ogletree, Earl J. The developmental approach to school readiness. U.S. Department of Education., 1988.

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Services, Maine Legislature Special Commission to Study School Entrance Age and Preschool. Interim report of the Special Commission to Study School Entrance Age and Preschool Services. Maine Legislature, 1988.

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Wolf, James M. Entrance to kindergarten: What is the best age? Educational Research Service, 1987.

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ERIC Clearinghouse on Elementary and Early Childhood Education., ed. He has a summer birthday: The kindergarten entrance age dilemma. ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1998.

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Ames, Patricia. Starting school, who is prepared?: Young Lives' research on children's transition to first grade in Peru. Young Lives, Dept. of International Development, University of Oxford, 2009.

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Ames, Patricia. Starting school, who is prepared?: Young Lives' research on children's transition to first grade in Peru. Young Lives, Dept. of International Development, University of Oxford, 2009.

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Ames, Patricia. Starting school, who is prepared?: Young Lives' research on children's transition to first grade in Peru. Young Lives, Dept. of International Development, University of Oxford, 2009.

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Katz, Lilian. Academic redshirting and young children. ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 2000.

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Samuelsson, Ingrid Pramling. Att lära som sexåring: En kunskapsöversikt. Skolverket, 1997.

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Book chapters on the topic "School age (Entrance age)"

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Pedersen, Mette. "Materials and Method." In Normal Development of Voice. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42391-8_3.

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Abstract48 boys and 47 girls took part in the stratified study. 4–5 pupils came randomly from 3 to 12 school classes, ages 8 to 19 years. All of them had passed a test at the entrance to the school, which included reproducing a rhythm by clapping, repeating tones by singing, and singing a given song (Figs. 3.1 and 3.2) as it is done by others [1]. The tests were also used for determining the type of voice (the voice category) because hormonal changes were thought eventually to be related. The test was necessary to define a standard of the study for comparison with other studies but was later considered without specific influence on the general results. Video analysis showed no neoplasms or other anatomic abnormalities of the larynx for all of them. The Tanner stage of puberty was measured by our pediatrician for the age of each pupil [2, 3].
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Vygotsky, L. S. "School Age." In L.S. Vygotsky’s Pedological Works. Volume 2. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1907-6_12.

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Segal, Mordechai. "School Age." In Children and Families in Israel. Routledge, 2023. http://dx.doi.org/10.4324/9781003413981-13.

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Shapiro, Theodore, and Dima Amso. "School-Age Development." In Psychiatry. John Wiley & Sons, Ltd, 2008. http://dx.doi.org/10.1002/9780470515167.ch10.

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Shapiro, Theodore, and Rebecca Rendleman. "School-Age Development." In Psychiatry. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118753378.ch11.

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Shapiro, Theodore, and Georgina Hartzell. "School-Age Development." In Tasman’s Psychiatry. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-42825-9_56-1.

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Vygotsky, L. S. "Thinking in School Age." In L.S. Vygotsky’s Pedological Works. Volume 2. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1907-6_13.

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Fell, Harriet. "Preparing for the computer age at an early age." In Information and Communications Technologies in School Mathematics. Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_25.

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Banerji, Manjistha, and Mansi Nanda. "Till What Age Is “Age” Relevant? Examining the Effect of Age on Early Learning." In Early Childhood Education and School Readiness in India. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7006-9_3.

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Bruni, Oliviero, S. Miano, E. Verrillo, S. Galiffa, and S. Ottaviano. "Awakenings in school age children." In Awakening and Sleep–Wake Cycle Across Development. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/aicr.38.10bru.

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Conference papers on the topic "School age (Entrance age)"

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Xiaoxu Sun, Jing Mu, Mulin He, and Cong You. "Notice of Retraction: Correlation analysis between the number of students taking the college entrance examination in china and school-age population base and mathematical model-building." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6010417.

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Vicherková, Dana, Josef Malach, and Martin Kolář. "INFLUENCE OF PARENTS' EDUCATION AND PROFESSION ON SELF-ASSESSMENT OF SECONDARY SCHOOL STUDENTS' PREREQUISITES FOR STUDYING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end078.

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"The study is based on the concept of prerequisites for the study, which can be identified and assessed by established assessment tools or subjectively perceived and experienced at the entrance to education and throughout it. The subjective self-assessment of assumptions can be a source of self-confidence, self-efficacy, and proper study motivation, but on the other hand, the cause of study failure and drop-out. The empirical research aimed to determine whether parents' level of education and their profession influences the subjective evaluation of students' prerequisites for secondary school studies. Hypotheses assuming the statistical significance of the relationship between parents' level of education, profession, and subjectively determined level of prerequisites for the study were verified using the data acquired from the answers of 900 respondents who participated in the research. The influences of several moderating variables, i.e., gender, students' age, a field of study, and parent's gender, are also monitored in a more detailed analysis. Research findings can provide a basis for targeted planning and student-friendly strategies to prevent academic failure."
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Nuroh, Ermawati Z., and Vevy Liansari. "Digital Age Literacy in Elementary School." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.29.

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Jacky, M., Martinus Legowo, Ulin Nadiroh, and Ari Wahyudi. "Online Kimcil Among School-Age Teenagers." In 3rd International Conference on Social Sciences (ICSS 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201014.059.

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Rodionov, Alexey. "Cognisant Simulation: New Age." In 2023 19th International Asian School-Seminar on Optimization Problems of Complex Systems (OPCS). IEEE, 2023. http://dx.doi.org/10.1109/opcs59592.2023.10275747.

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Voulgaraki, Maria. "Assessing Pragmatic Abilities in School-Age Children." In The European Conference on Language Learning 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-112x.2021.5.

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Choynzhurov, Ayur, and Al'bina Andreeva. "DIGITAL COORDINATION PROFILE OF SCHOOL-AGE CHILDREN." In VII All-Russian scientific and practical conference with international participation "Sports Informatics Day". Russian Association of Computer Science in Sports, 2024. http://dx.doi.org/10.62105/conferencearticle_65aec744f20ea2.34961215.

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Assessing the anthropometry of motor activity levels in children aged 7-16 years (n=28) and visualizing the results of coordination profiles allows us to propose a typology of coordination profiles of children within the “bodily agility” class.
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Choynzhurov, Ayur, and Al'bina Andreeva. "DIGITAL COORDINATION PROFILE OF SCHOOL-AGE CHILDREN." In VII All-Russian scientific and practical conference with international participation "Sports Informatics Day". Russian Association of Computer Science in Sports, 2024. http://dx.doi.org/10.62105/2949-6349-2024-1-s1-38-40.

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Assessing the anthropometry of motor activity levels in children aged 7-16 years (n=28) and visualizing the results of coordination profiles allows us to propose a typology of coordination profiles of children within the “bodily agility” class.
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Bendová, Petra, and Zuzana Provazníková. "PHONOLOGICAL AWARENESS OF PRE-SCHOOL AND YOUNGER SCHOOL AGE CHILDREN." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1218.

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Vinogradova, Natalia F. "Primary School, School Of Possibilities." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.110.

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Reports on the topic "School age (Entrance age)"

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Dhuey, Elizabeth, David Figlio, Krzysztof Karbownik, and Jeffrey Roth. School Starting Age and Cognitive Development. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23660.

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Henry, Susan. Hourly fluctuation of middle ear pressure as a function of age in school-age children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5976.

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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Dee, Thomas, and Hans Henrik Sievertsen. The Gift of Time? School Starting Age and Mental Health. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21610.

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Guzzo, Karen, and Katherine Graham. Median Age at Last Birth for Fathers. National Center for Family and Marriage Research, 2022. http://dx.doi.org/10.25035/ncfmr/fp-22-05.

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The share of couples who cohabit prior to marriage has increased over time. Among marriages that took place between 2015 and 2019, three quarters were preceded by cohabitation, up from only one-third in the mid-to-late 70s (FP-21-04). This shift in behavior has been accompanied by a shift in attitudes toward cohabitation. Using Monitoring the Future data, this profile examines change in high school seniors’ attitudes toward cohabitation as a testing ground for marriage from 1976 to 2020. This measure is based on agreement or disagreement (neutral responses are not shown) with the statement “It is usually a good idea for a couple to live together before getting married in order to find out whether they really get along.” This profile updates previous profiles on high school seniors’ attitudes toward cohabitation using the most recent available data (FP-19-10; FP-16-13), and is a companion profile to High School Seniors’ Expectations to Marry, 2020 (FP-22-04).
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, C. Kirabo Jackson, and Diego A. Vera-Cossio. Research Insights: Can Education Protect Employment during Times of Economic Disruption? Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003698.

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Women with test scores above a secondary school admission threshold for preferred schools increase their years of education and entrance to university. Men increase neither years of schooling nor university attendance. Females with scores just above an admission threshold are significantly less likely to experience a job loss during the recession than those just below. Moreover, each year of education reduces the probability of job loss. The protective effects of education are related to workers attributes and not to job characteristics or access to childcare. Education, in and of itself, has a protective role during downturns.
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Zakharova L.M., Zakharova V.S. Physical Activity Influence on Cognitive Development of Late Pre-School Age Children. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, 2017. http://dx.doi.org/10.14526/03_2017_244.

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Black, Sandra, Paul Devereux, and Kjell Salvanes. Too Young to Leave the Nest: The Effects of School Starting Age. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13969.

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Trejo, Sam, Gloria Yeomans-Maldonado, and Brian Jacob. The Psychosocial Effects of the Flint Water Crisis on School-Age Children. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29341.

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Lavender, Amanda. A 4-H advanced equine science curriculum for high school age youth. Iowa State University, 2021. http://dx.doi.org/10.31274/cc-20240624-9.

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