Bibliografías temáticas / Teaching and learning in the early years

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Literatura académica sobre el tema "Teaching and learning in the early years"

Autor: Grafiati
Publicado: 28 de julio de 2024
Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Teaching and learning in the early years"

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Cabe Trundle, Kathy, and Mesut Saçkes. "Teaching and learning science during the early years." Journal of Childhood, Education & Society 2, no. 3 (2021): 217–19. http://dx.doi.org/10.37291/2717638x.202123159.

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Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that earl
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Acosta, Yeni, and Ángel Alsina. "Learning patterns at three years old: Contributions of a learning trajectory and teaching itinerary." Australasian Journal of Early Childhood 45, no. 1 (2020): 14–29. https://doi.org/10.1177/1836939119885310.

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The mathematics curricula of countries such as the United States, Singapore, Australia and New Zealand have started to incorporate the teaching of algebra in early childhood education. From this perspective, our study has two objectives: (a) to design a learning trajectory and teaching itinerary introducing patterns for children between the ages of three and four years old; and (b) to apply the previously validated learning trajectory and teaching itinerary to a group of 24 children between three and four years old from Spain. The results obtained through a design-based research methodology in
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Pereira Machado, Thaynni, and Ana Maria Freitas Dias Lima. "PLAYS IN THE EARLY YEARS." Revista Gênero e Interdisciplinaridade 4, no. 04 (2023): 264–92. http://dx.doi.org/10.51249/gei.v4i04.1503.

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In this article, we present a studyonthe games in the early years: the ludic as a pedagogical tool in the teaching and learning process, the same discusses the importance of the ludic in the pedagogical practices of theearly years, in order to highlight the beneficial points of the ludic within the school environment. The research hás the following question as problematic: Why use theludic as a pedagogical tool in the early years of elementary school? Given this, work is important because the teaching and learning process needs to be fun and educational at the same time. However, it is necessa
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Allingham, Sue. "Putting the joy back into teaching early years." Early Years Educator 24, no. 3 (2023): 10–11. http://dx.doi.org/10.12968/eyed.2023.24.3.10.

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Sue Allingham, author, trainer and consultant, discusses some of the latest news stories and headlines about the sector, encouraging us all to put more joy into our practice to allow young children to enjoy learning.
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Inchaustegui, Yeni Acosta, and Ángel Alsina. "Learning patterns at three years old: Contributions of a learning trajectory and teaching itinerary." Australasian Journal of Early Childhood 45, no. 1 (2020): 14–29. http://dx.doi.org/10.1177/1836939119885310.

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The mathematics curricula of countries such as the United States, Singapore, Australia and New Zealand have started to incorporate the teaching of algebra in early childhood education. From this perspective, our study has two objectives: (a) to design a learning trajectory and teaching itinerary introducing patterns for children between the ages of three and four years old; and (b) to apply the previously validated learning trajectory and teaching itinerary to a group of 24 children between three and four years old from Spain. The results obtained through a design-based research methodology in
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Bloch, Carole. "Literacy in the Early Years: Teaching and learning in multilingual early childhood classrooms." International Journal of Early Years Education 7, no. 1 (1999): 39–59. http://dx.doi.org/10.1080/0966976990070104.

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Kaplan, Sandra N. "Interdisciplinary in the Early Years: A Natural Possibility." Gifted Child Today 45, no. 2 (2022): 113–16. http://dx.doi.org/10.1177/10762175211070846.

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This article describes how intra- and interdisciplinary learning experiences can activate the interests and capabilities among children in their early years. A developmental sequence delineates a series of stage-by-stage experiences describing the skill and content to be introduced and mastered in the teaching and learning process, which include developing readiness and receptivity, intradisciplinary thinking and learning, and interdisciplinary thinking and learning. The recognized differences among learners, the qualities inherent in providing advanced learning skills and concepts, and the de
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Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.

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The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perce
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Shih, Yi-Huang. "Improving the Learning in Life Education for Young Children Aged 3 to 6 Years: A Review on the Research Themes of Early Childhood Life Education in Taiwan." Children 9, no. 10 (2022): 1538. http://dx.doi.org/10.3390/children9101538.

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The National Digital Library of Theses and Dissertations and the NCL (National Central Library) Taiwan Periodical Literature database were used to analyze dissertations and journal articles on early childhood life education. The researcher explored the research themes of life education for young children aged 3 to 6 years in Taiwan and offered strategies for improving learning in early childhood life education. Eight categories of themes were examined. In addition, the curriculum development of learning in early childhood life education was identified: (1) life event core curriculum, (2) sympa
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Kharb, Latika, and Deepak Chahal. "Exploring the Psychological Advantages of Early Computer Education in Early phases of Development." Dec 2023-Jan 2024, no. 41 (December 1, 2023): 17–22. http://dx.doi.org/10.55529/ijitc.41.17.22.

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The present work aims to explore the significance that teachers attribute to psychological approaches in the process of teaching and learning computer science in early formative years in a Public Educational Institution located in Bawana, Delhi. The research methodology employed is descriptive, using a field design. The study sample consisted of fifteen early formative years teachers. Data collection was conducted through interviews and a Likert scale questionnaire. Quantitative analysis of the data was performed using descriptive statistics. Results reveal that 40% of teachers always consider
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Tesis sobre el tema "Teaching and learning in the early years"

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Flores, Maria Assunção Flores. "Learning, development and change in the early years of teaching : a two-year empirical study." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247125.

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McMillan, Barbara Alexander. "Inquiry in early years science teaching and learning, curriculum design and the scientific story." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62656.pdf.

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Cloonan, Anne, and anne cloonan@deakin edu au. "The Professional Learning of Teachers A Case Study of Multiliteracies Teaching in the Early Years of Schooling." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080716.161254.

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This study is a response to shifts in literacy education produced by the new affordances of multimodal texts and changing social dynamics as a consequence of an increasingly digitised, networked communications environment. Acknowledging the powerful influence of the teacher on student outcomes, the study involved intervention in teacher professional learning as a means for influencing print based literacy pedagogy to incorporate multimodality literacy practices. This study is a case study of the professional learning of four teachers of primary school students over the course of eight months
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Verde, Eulalia. "Exploring the teaching beliefs of pre-service early childhood teachers in relation to the Principles of the Early Years Learning Framework for Australia." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29451.

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In Australia, the national Early Years Learning Framework guides the preparation and practices of early childhood teachers. The beliefs of individual teachers are also known to shape teaching practices, yet very little is known about the beliefs of pre-service early childhood teachers and how their beliefs relate to the Principles underlying the Early Years Learning Framework. The purpose of this study was to explore the beliefs of students at the beginning of their early childhood degree and assess the alignment of these beliefs with the five Principles expressed in the framework. Data were
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Crowe, Susan, and scrowe@ceo balrt catholic edu au. "Dance, Drama and Music - a Foundation for Education: A Study on Implementing the Performing Arts in the Early Years of Education." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.135338.

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ABSTRACT In the early years of education, the Performing Arts assume a particular significance as learning is both in and through the Arts. When appropriately managed, they are enjoyed in their own right, but also permeate other areas of the curriculum enabling greater relevance and meaning. The Performing Arts are an excellent means through which children, in their early years of schooling explore and express their feelings. Dance, drama and music are Arts disciplines through which children investigate ideas and exhibit opinions about their known and unknown world. The Performing Arts make
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Withey, Linda. "An investigation of approaches to the teaching and learning of English as a second language in early years settings." Thesis, University of Bolton, 2013. http://ubir.bolton.ac.uk/652/.

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The numbers of children in primary education (UK) who have English as a second or additional language is increasing, to the point that in some areas English speaking pupils are in the minority (Guardian 2013). How such children are being taught English language skills became the impetus for the research. The focus of the study is on examining, the effectiveness of differing approaches to the teaching of English as a second language, the role of second language learner support, and the strategies used to communicate effectively with parents. This is a longitudinal study conducted over a three y
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Slarp, Melissa. "How ecoliterate is a five year old? Investigating the effects of teaching intervention on kindergarten children's understanding of ecological concepts." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13124.

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This thesis is about the ecoliteracy of young children. The study is aimed at determining young children’s understanding of ecology as they begin their journey through the school system. More specifically, the thesis addresses a perceived gap in the current literature regarding young children’s knowledge and understanding of ecological concepts and its implications for the teaching of science in the New South Wales curriculum. Young children’s learning of scientific concepts is widely underestimated; this includes complex concepts of ecoliteracy. The research investigated levels of ecoliteracy
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Mould, Claire. "The influence of researcher and teacher collaboration on the effectiveness of the early learning of four year olds in schools." Thesis, Coventry University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361663.

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Bogo, Jordana. "A linguagem conceitual geográfica : uma dimensão da prática docente no ensino fundamental." reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/496.

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O presente trabalho consiste, primeiramente, de uma pesquisa teórica que almejou fundamentar aquilo que lhe seguiu: uma pesquisa-ação, efetivada e apresentada aqui, na área do ensino de Geografia para os primeiros anos do ensino fundamental. A pesquisa-ação pretendeu estruturar situações de ensino envolvendo conceitos geográficos para os anos iniciais de forma a mostrar sua relevância para a compreensão do próprio espaço vivido por parte dos educandos. Esta pesquisa foi desenvolvida em uma escola da rede privada de Caxias do Sul, com duas professoras regentes do 3º ano, e é de natureza qualita
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Kilgren, Angelica. "Läsutveckling i skolans lägsta åldrar : En undersökning om hur lärare arbetar med läsutveckling i förskoleklass och klass 1 i grundskolan." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-44339.

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Den här studien går ut på att undersöka vilka arbetssätt lärare använder sig av när det gäller undervisningen i läsutveckling i skolans tidigaste åldrar, samt varför de väljer just dessa. Studien bygger på kvalitativa intervjuer med fyra verksamma lärare i förskoleklass och årskurs 1. Resultatet av undersökningen är att lärarna blandar flera olika metoder, och arbetssätt, för att individanpassa sin undervisning och nå varje enskild elev.<br>This study aims to examine the working methods that teachers use in reading development in the early years education, as well as why they choose these meth
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Libros sobre el tema "Teaching and learning in the early years"

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1948-, Whitebread David, ed. Teaching and learning in the early years. 2nd ed. RoutledgeFalmer, 2003.

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Whitebread, David, ed. Teaching and learning in the early years. Taylor & Francis, 1996. http://dx.doi.org/10.4324/9780203436493.

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1940-, Boulton-Lewis Gillian, Catherwood Di 1951-, and Australian Council for Educational Research., eds. The early years: Development, learning, and teaching. ACER, 1994.

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1948-, Whitebread David, and Coltman Penny, eds. Teaching and learning in the early years. 3rd ed. Routledge, 2008.

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1948-, Whitebread David, ed. Teaching and learning in the early years. 2nd ed. RoutledgeFalmer, 2003.

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1948-, Whitebread David, ed. Teaching and learning in the early years. Routledge, 1996.

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Czerniewska, Pam. Learning about writing: The early years. B. Blackwell, 1992.

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Jeni, Riley, ed. Learning in the early years 3-7. 2nd ed. SAGE Publications, 2007.

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Mari, Boyle, and Hubbard Nick, eds. Multicultural children in the early years: Creative teaching, meaningful learning. Multilingual Matters Ltd, 1999.

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Stevens, Ron. Success through whole learning: Moving past the early years. Wright Group, 1995.

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Capítulos de libros sobre el tema "Teaching and learning in the early years"

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Davis, Keryn, and Sally Peters. "Exploring Learning in the Early Years." In Understanding Teaching and Learning. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_11.

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Lowe, Ann, and Stephen Kilgour. "Characteristics of Effective Teaching and Learning." In The Inclusive Early Years Educator. Routledge, 2024. http://dx.doi.org/10.4324/9781003409618-6.

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Clark, Dayna. "Play-Based Learning Within the Early Years." In The Challenge of Teaching. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_15.

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Cotton, Tony. "Teaching and learning mathematics in the early years." In Understanding and Teaching. Routledge, 2020. http://dx.doi.org/10.4324/9780429318450-12.

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Cowie, Bronwen, Kathrin Otrel-Cass, and Judy Moreland. "Finding out about Fossils in an Early Years Classroom." In Understanding Teaching and Learning. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_10.

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Briggs, Mary. "Who has the most?" In Teaching and Learning Early Years Mathematics. Routledge, 2025. https://doi.org/10.4324/9781041057307-6.

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Briggs, Mary. "What does this do?" In Teaching and Learning Early Years Mathematics. Routledge, 2025. https://doi.org/10.4324/9781041057307-9.

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Briggs, Mary. "How do I record this?" In Teaching and Learning Early Years Mathematics. Routledge, 2025. https://doi.org/10.4324/9781041057307-8.

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Briggs, Mary. "Space, the final frontier." In Teaching and Learning Early Years Mathematics. Routledge, 2025. https://doi.org/10.4324/9781041057307-3.

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Briggs, Mary. "How can I say that?" In Teaching and Learning Early Years Mathematics. Routledge, 2025. https://doi.org/10.4324/9781041057307-7.

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Actas de conferencias sobre el tema "Teaching and learning in the early years"

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Govender, Diloshini. "WHY SEXUALITY EDUCATION MATTERS IN THE EARLY YEARS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0541.

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Seabra, Alessandra Gotuzo, Marcela Cristina Camargos dos Santos, Gabriela Eunju Ra, Grace Zauza Prado Amorim, Natália Martins Dias, and Luiz Renato Rodrigues Carreiro. "GAME-BASED MATHEMATICS INTERVENTION FOR EARLY ELEMENTARY SCHOOL YEARS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1560.

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Oliver-Barceló, Mar, Carme Pinya, Sara Bagur, and Miquel Oliver-Trobat. "EARLY CHILDHOOD TEACHERS' VOICES: A QUALITATIVE ANALYSIS OF THE TEACHING COMPETENCE FRAMEWORK." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1535.

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Sarama, Julie. "Length Measurement in the Early Years: Teaching and Learning With Learning Trajectories." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1433499.

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Cohrssen, Caroline. "The contribution of learning trajectories to enacting the Early Years Learning Framework V2.0." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-18.

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The Early Years Learning Framework for Australia v2.0 (EYLF) guides pedagogy and practice with children aged from birth to 5 years and states that ‘over time, children engage with increasingly complex ideas’. With 5 learning outcomes and 8 principles of practice, this requires educators to be highly skilled in facilitating children’s engagement with increasingly complex ideas. It also assumes that all educators recognise children’s demonstrations of understanding, and know what knowledge (or capabilities) likely preceded this understanding, and what comes next. As a framework, this specific in
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Evangelista, Betânia, Gilda Guimarães, and Izabella Oliveira. "Students’ Learning of Representation in Tables in the Early Years of Elementary School." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2b1.

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We investigated how table teaching and learning can be developed in the elementary school through an experimental study with 70 students from the second and fifth grades. The tasks addressed interpreting and building single and two-way tables. In the pre-test, second grade students could find frequencies in tables, although they had trouble using data in tables to make decisions or to evaluate conclusions. After the intervention, they learned to establish relationships between data, no longer justifying them based on life experiences. The second-grade students started building simple tables an
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Truc, Nguyen Thụy Ngọc. "A Study on the use of Technology in Translation by HUFI English-majored Students." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.28.

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This study aims to investigate students’ use of technology for their translation needs and investigate which translation tools students use most often. The study is based on a survey of 50 students majoring in English Language in courses 09DHAV to courses 12DHAV of Ho Chi Minh City University of Food Industry (HUFI). They are representative of each school year, covering a variety of levels, genders helping to identify any trends or differences among student translators at different educational levels. This article analyses by quantitative method with the results of 20 questions including multi
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Zin, Thi Thi, Swe Zar Maw, and Pyke Tin. "OCR Perspectives in Mobile Teaching and Learning for Early School Years in Basic Education." In 2019 IEEE 1st Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2019. http://dx.doi.org/10.1109/lifetech.2019.8883978.

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Nga, Le Thi Hong. "Survey of Vietnamese Students' Mistakes When Using Quantities in Chinese." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.22.

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The article comes from the writer's actual teaching experience. Through experience, homeworks, and tests, the writer realizes that mistakes in beginners in the early stages (1-2 year) are usually influenced by the mother tongue while mistakes of a person in years 3-4 often arise due to confusion between one formula and another. In this article, we apply mistake analysis and "intermediate language" reasoning to make statistics and classify and analyze the causes of students' mistakes, hoping to help learners to overcome the difficult points in the expression of multiples increased by N times in
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O'Connor, Gayl. "Themes, resources and uptake of ACER’s Science in the Early Years suite." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-9.

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The Science in the early years series was developed to assist preschool and Foundation to year 2 primary educators to incorporate the latest research in science learning into their programs and teaching practice. This paper focuses on the educator resources developed to support early years educators implement activities to assist children to develop science concepts and inquiry skills. The activities are underpinned by evidence-based research that revealed 4 themes in the early years’ science literature.
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Informes sobre el tema "Teaching and learning in the early years"

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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.
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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to com
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These
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7

Wong, Debbie, Hilary Hollingsworth, Elizabeth Cassity, and Adeola Monty. Teacher Development Multi-Year Study Series. Classroom observation training package: using classroom observation to investigate and understand teaching quality. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-758-8.

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The Australian Council for Educational Research (ACER) has created an open-access classroom observation tool based on research conducted for the Australian Department of Foreign Affairs and Trade’s (DFAT) Teacher Development Multi-Year Study Series, which studied teaching practices in Timor-Leste, Vanuatu and Lao PDR (see https://research.acer.edu.au/eas/). This comprehensive tool is designed to capture various aspects of teaching and learning in the classroom. It aims to help education researchers and practitioners gather evidence of teaching practices, particularly in the early grades of pri
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8

Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Sur
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9

Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source colle
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O'Brien, Beth A., Chee Soon Tan, and Luca Onnis. Technology-based tools for teaching early literacy skills. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27453.

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This project focuses on improving literacy development for young learners who are struggling with learning to read English by investigating the process of learning grapheme-phoneme correspondences (GPCs). Learning GPC is foundational to learning to read alphabetic languages, and is a core problem for struggling readers. In this project, two methods are used in two studies to understand the process of learning English GPCs as the crux of acquiring literacy. First, a machine learning neural network modelling approach is used to study the effect of sound-symbol grain size and consistency and trai
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