Relevant bibliographies by topics / Teachers’ perspectives on the child

Contents

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

Academic literature on the topic 'Teachers’ perspectives on the child'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Teachers’ perspectives on the child"

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Papadopoulou, Elena, and Athanasios Gregoriadis. "Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens." Journal of Early Childhood Research 15, no. 3 (2016): 323–35. http://dx.doi.org/10.1177/1476718x16656212.

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The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool ch
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Prioletta, Jessica. "Patriarchy in the preschool classroom: Examining the effects of developmental ideologies on teachers’ perspectives and practices around play and gender." Contemporary Issues in Early Childhood 21, no. 3 (2019): 242–52. http://dx.doi.org/10.1177/1463949119831461.

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Child development ideologies have long informed early childhood education, shaping teachers’ perceptions of children and their classroom practices through teacher education programs and education policies. Following the rise of post-developmental perspectives in the early childhood literature, the author uses a critical feminist lens to examine the gendered implications child development ideologies have had on teachers’ perspectives and practices in a Canadian metropolis. Drawing on data collected in four preschool classrooms, the author argues that the preschool teachers’ reliance on child de
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Jeon, Heejung, Yooyoung Jeon, and Juhu Kim. "The daycare teachers’ perspectives towards relationship among teacher rights, job satisfaction, and teacher-child interaction." Journal of Korea Open Association for Early Childhood Education 24, no. 5 (2019): 19–40. http://dx.doi.org/10.20437/koaece24-5-02.

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Kinard, E. Milling. "Depressive Symptoms in Maltreated Children From Mother, Teacher, and Child Perspectives." Violence and Victims 13, no. 2 (1998): 131–47. http://dx.doi.org/10.1891/0886-6708.13.2.131.

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When mother, teacher, and child ratings of depressive symptoms in maltreated and non-maltreated children were compared, agreements between raters were generally low, with the highest correlations between mother and teacher ratings for maltreated boys and girls. Maltreated children were more likely than nonmaltreated children to be rated in the clinical range by mothers and teachers, but not by children themselves. Findings underscore the importance of multiple perspectives in evaluating children’s depressive symptoms. Maternal depressive symptomatology is an important factor to consider when u
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Cuskelly, Monica, and Nicole Detering. "Teacher and Student Teacher Perspectives of School Readiness." Australasian Journal of Early Childhood 28, no. 2 (2003): 39–46. http://dx.doi.org/10.1177/183693910302800208.

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Sixty preschool teachers and 75 final year student teachers completed a questionnaire about the importance of a number of child characteristics for school readiness. Significant differences emerged between the two groups in the importance placed on most characteristics, with considerable variance within each group. Teachers were more likely than students to see retention in preschool as a useful option. Personal experience was reported to be a significant influence on teachers' and students' views.
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Zaidman-Zait, Anat, Brenda T. Poon, Deirdre Curle, Janet R. Jamieson, and Nancy Norman. "The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives." Journal of Deaf Studies and Deaf Education 24, no. 4 (2019): 396–407. http://dx.doi.org/10.1093/deafed/enz027.

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AbstractAlthough entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and to explore parents’ and teachers’ perspectives regarding practices that support a smooth transition to school. Parents (N = 40) and teachers
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Craig, C. J., L. DePriest, and K. Harnack. "Teachers’ Perspectives on Selecting Literacy Media for Children with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 6 (1997): 539–45. http://dx.doi.org/10.1177/0145482x9709100605.

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Teachers from a residential school and a public school district that serve children with visual impairments read scenarios of five children with various eye conditions and ability levels, chose a primary literacy medium for each child, and presented rationales for their decisions. Although all the teachers cited child-related factors more than mechanical or social factors, the two groups of teachers differed in the weight they placed on different subcategories of these factors and their attitudes toward the use of braille.
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Ocak Karabay, Sakire. "Emotion regulation, teaching beliefs and child–teacher relationships from the perspectives of pre-school teachers." Education 3-13 47, no. 1 (2017): 101–15. http://dx.doi.org/10.1080/03004279.2017.1405057.

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Penney, Sharon, and Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted." Gifted Education International 14, no. 3 (2000): 217–29. http://dx.doi.org/10.1177/026142940001400303.

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The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parent's perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teacher's perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies,
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GARCIA, VERONICA, WILHEMINA AGBEMAKPLIDO, HANAN ABDELA, OSCAR LOPEZ JR., and RASHIDA REGISTE. "High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher." Harvard Educational Review 76, no. 4 (2006): 698–724. http://dx.doi.org/10.17763/haer.76.4.nu70771132536q86.

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In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that h
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Dissertations / Theses on the topic "Teachers’ perspectives on the child"

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Quinn, Fenella. "Primary school-based mental health services : head-teachers' perspectives." Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646044.

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It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon o
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Bashman, Lindelwa Edna. "Perspectives of teachers on the problem of child sexual abuse in a squatter camp." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/684.

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Child sexual abuse is a worldwide phenomenon that takes a major toll in squatter camps in South Africa. The conditions under which the squatters live promote and aggravate the abuse. Sadly, the victims hit hardest by the abuse are the children. The negative effects caused by the abuse lead to problems in the educational tasks of these children. This study proposes that teachers can play a significant role in assisting them to overcome their problem. The aim of this study was to: • investigate the perceptions of teachers of the problem of the sexual abuse of children coming from squatter camps;
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Proctor, Michelle Jhonette. "Listen to the teachers critical perspectives on teaching and the testing policy of the 2001 No Child Left Behind Act /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116601690.

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Jonsson, Agneta. "Att skapa läroplan för de yngsta barnen i förskolan : barns perspektiv och nuets didaktik." Doctoral thesis, Högskolan Kristianstad, Avdelningen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11340.

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This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the impo
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Mahoney, Margaret A. "The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165.

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Okongo, Benson Charles Odongo. "Promoting child development through music: A comparision of preschool teachers' perspective in Kenya and United States." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2503.

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This qualitative study examined teachers' perceptions on their use of music as a medium for enhancing development in all early childhood domains/areas (e.g., cognitive, communication, physical/motor, social-emotional and self help). Eight early childhood teachers, four drawn from Kenya and four from the United States, responded to open ended interview questions about their experiences of teaching and using music in their classrooms and personal preparation for use of music in teaching young children. Observations in preschool classrooms were also conducted by the researcher to document the use
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Straub, Rachel N. "Child safety a comparison of teacher and parent perspectives on the safety needs of children with autism spectrum disorder /." Diss., Online access via UMI:, 2009.

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Barbosa, Meirilene dos Santos AraÃjo. "O cuidado na educaÃÃo infantil: perspectivas e significados." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20231.

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nÃo hÃ<br>Esta dissertaÃÃo objetivou compreender como as professoras de uma turma de Infantil V da rede municipal de Fortaleza estÃo significando o cuidado em suas prÃticas pedagÃgicas com as crianÃas. As discussÃes teÃricas sobre o tema envolveram um diÃlogo entre a pedagogia e a filosofia da educaÃÃo a partir das contribuiÃÃes de Saviani (2011, 2012), Kuhlmann Jr. (2015), Arroyo (2008, 2012, 2014), Kramer (2007, 2011), Oliveira-Formosinho (2007a, 2007b), RanciÃre (2015), Larrosa (2013, 2015), Kohan (2007, 2008, 2011) e Boff (2005, 2014). Tratou-se de uma pesquisa qualitativa de inspiraÃÃo fe
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Alsuhail, Saffa Z. A. J. Zaid. "The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248415/.

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This study was aimed at understanding the use of technology in early childhood school and home settings as well as its impact on students' social and language development, specifically with children aged four to seven from two schools (Kindergarten and elementary) in Kuwait. The study followed a qualitative design in which the interpretative approach was applied. Non-participant observations were conducted to gather data concerning the actual use of technology in the classrooms, they were followed by interviews with teachers and a group of parents from each classroom. The study used Vygotsky's
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Seruhungo, Désiré. "Les formes d'accompagnement et de médiation dans le système éducatif congolais : réalités et perspectives." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG035/document.

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L’enseignement en RDC, favorise une partie des élèves et en désavantage d’autres, parce qu’elle propose à tous les élèves une seule et même voie d’apprentissage, sans tenir compte du style d’apprentissage de chacun. Ce qui explique les échecs et les abandons. C’est le cas des enfants de la rue et des enfants-soldats démobilisés qui, suite au manque d’encadrement, risqueront d’être un danger social. Or ces jeunes, s’ils avaient été orientés vers les structures scolaires correspondant à leurs rythmes et styles d’apprentissage pourraient s’intégrer dans la société. Malheureusement, elles n’existe
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Books on the topic "Teachers’ perspectives on the child"

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Donohoe, Josephine. Education and care in the early years: An Irish perspective. 2nd ed. Gill and Macmillan, 2003.

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Lindamood, Judy B. Considering the care of children: A guide to cross-national perspectives. 2nd ed. Familiae Inc., 2008.

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Reid, Carol, Jock Collins, and Michael Singh. Global Teachers, Australian Perspectives. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4451-36-9.

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Knudsen, Dean D. Child maltreatment: Emerging perspectives. General Hall, Inc., 1992.

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Boom, Edith H. Van der. Inclusive education: Exploring teachers' perspectives. Brock University, Faculty of Education, 2005.

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Violato, Claudio. Child development: Readings for teachers. Edited by Marini Anthony. Detselig Enterprises, 1989.

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Andere M, Eduardo. Teachers' Perspectives on Finnish School Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02824-8.

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Dubowitz, Howard. World perspectives on child abuse. International Society for Prevention of Child Abuse and Neglect, 2012.

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Daro, Deborah. World perspectives on child abuse. 6th ed. ISPCAN, 2004.

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Gray, Jenny. World perspectives on child abuse. 9th ed. ISPCAN, 2010.

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Book chapters on the topic "Teachers’ perspectives on the child"

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Beattie, Heidi L., Lixin Ren, Wendy M. Smith, and Ruth M. Heaton. "Measuring Elementary Mathematics Teachers’ Noticing: Using Child Study as a Vehicle." In Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46753-5_19.

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Oomen, Annemarie. "Can Career Teachers Support Parents in Helping Their Child in Career Development?" In International Perspectives on Research in Educational and Career Guidance. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26135-1_8.

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Radeva, Snezhana, Iliana Mirtschewa, and Deyan Velkovski. "Parent-Teacher-Child Communication and Advocacy: A Community Intervention." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_9.

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Silva, Macarena. "Quality preschool teaching and language development in Chile." In Teachers’ and Families’ Perspectives in Early Childhood Education and Care. Routledge, 2019. http://dx.doi.org/10.4324/9780203730546-4.

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Sørensen, Hanne Værum. "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_5.

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AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.
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Louw, Julia S. "Sexuality Education for Learners with Disabilities: Views and Perspectives from Teachers and Child Care Providers in South Africa." In Diverse Voices of Disabled Sexualities in the Global South. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78852-4_17.

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Hägglund, Solveig, Annica Löfdahl Hultman, and Nina Thelander. "The Preschool as an Arena for Democratic Education: A Framework for Teacher Roles and Child Outcomes." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_2.

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Rekers, Angela, and Jane Waters-Davies. "‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_9.

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AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.
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Andere M., Eduardo. "Teachers." In Teachers' Perspectives on Finnish School Education. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02824-8_3.

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Rigby, Ken. "Perspectives of teachers." In Multi-perspectives on School Bullying. Routledge, 2021. http://dx.doi.org/10.4324/9781315454450-6.

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Conference papers on the topic "Teachers’ perspectives on the child"

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Senowarsito, Mr, and Siti Musarokah. "Child-Friendly Educative Game Tools (APE) in 3Ps Perspectives." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.70.

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Majerčíková, Jana. "THE CONCEPT OF JOINT CHILD CUSTODY FROM THE PERSPECTIVE OF KINDERGARTEN TEACHERS IN THE CZECH REPUBLIC." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1077.

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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, t
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Kurniawati, Farida. "IMPLEMENTATION OF INCLUSIVE EDUCATION: TEACHERS‟ PERSPECTIVES." In International Conference on Social Sciences. TIIKM, 2017. http://dx.doi.org/10.17501/icoss.2016.3102.

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Kallia, Maria, and Sue Sentance. "Computing Teachers' Perspectives on Threshold Concepts." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. ACM, 2017. http://dx.doi.org/10.1145/3137065.3137085.

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Johannesen, Monica, Leikny Øgrim, and Ove Edvard Hatlevik. "PERSPECTIVES ON TEACHERS´ PROFESSIONAL DIGITAL COMPETENCE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0365.

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Kim, Young Rae, and Mi Sun Park. "PRESERVICE TEACHERS’ PERSPECTIVES ON MODELING ACTIVITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0842.

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Nikolaou, Eleni, Vasileios Papavasileiou, Nikos Andreadakis, Agapitos Xanthis, Yota Xanthacou, and Maria Kaila. "PROMOTING PSYCHOLOGICAL RESILIENCE: PRESCHOOL TEACHERS' PERSPECTIVES." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202182.

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Stepanov, E. N. "The Effectiveness Of A Personalized Child Rearing System." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.38.

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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagog
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Reports on the topic "Teachers’ perspectives on the child"

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Tian, Xiaoling. Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.470.

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Fitzpatrick, Maria, Cassandra Benson, and Samuel Bondurant. Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w27033.

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Jejeebhoy, Shireen, and K. G. Santhya. Parent-child communication on sexual and reproductive health matters: Perspectives of mothers and fathers of youth in India. Population Council, 2011. http://dx.doi.org/10.31899/pgy2.1043.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables e
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learn
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio
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