Gotowe bibliografie tematyczne / Early years of school

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Early years of school”

Autor: Grafiati
Data publikacji: 10 grudnia 2024
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Early years of school"

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Waldfogel, Jane, and Elizabeth Washbrook. "Early Years Policy." Child Development Research 2011 (April 26, 2011): 1–12. http://dx.doi.org/10.1155/2011/343016.

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We analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the USA and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling thes
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Whiteford, Rhona. "Early Years Nursery School, Withington." Practical Pre-School 2011, no. 127 (2011): 6–7. http://dx.doi.org/10.12968/prps.2011.1.127.6.

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Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11. http://dx.doi.org/10.1622/1059-8405(2000)016[0011:snstey]2.0.co;2.

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Rosenthal, Dorothy B., and Rodger W. Bybee. "High School Biology: The Early Years." American Biology Teacher 50, no. 6 (1988): 345–47. http://dx.doi.org/10.2307/4448759.

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Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11–19. http://dx.doi.org/10.1177/105984050001600302.

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Stephenson, Jo. "Early years provision in schools." Children and Young People Now 2017, no. 9 (2017): 42–43. http://dx.doi.org/10.12968/cypn.2017.9.42.

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Ofsted inspections of school-based early years provision reveals a picture of quality services delivered by highly qualified staff, skilled in helping to prepare children for their transition to primary school
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O’Farrell, Cora. "Religious Education in the Early Years: An Irish Perspective." Religions 14, no. 4 (2023): 459. http://dx.doi.org/10.3390/rel14040459.

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Ireland’s education system at primary level is renowned for its lack of diversity, with most schools falling under the patronage of the Catholic Church. This homogeneity of school type is problematic from a number of perspectives, not least the changed demographics in terms of religious affiliation in Ireland. There is a desire for change by all; however, the pace of change is slow. Whilst the National Council for Curriculum and Assessment (NCCA) determines the curriculum for all subject areas in primary schools, this body has no remit over the subject of religious education (RE). The responsi
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Hubball, Amanda. "Metacognition in early years?" Early Years Educator 24, no. 2 (2023): 12. http://dx.doi.org/10.12968/eyed.2023.24.2.12.

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Cowley, Sue. "Supporting attendance in early years." Early Years Educator 23, no. 16 (2022): 14–16. http://dx.doi.org/10.12968/eyed.2022.23.16.14.

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Attendance has been a key focus for the DfE for a number of years, with policies emphasising regular attendance at school, and a new ‘live attendance’ tracker being trialled. However, with the EYFS being mainly a non-compulsory phase of education, attendance rules differ to those for school-aged pupils. Sue Cowley explores what this means for settings, looking at how they can work with parents and carers to encourage good attendance.
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Yallop, John J. Guiney. "Of Necessity: Making Decisions About Our Daughter’s Early Learning Years." LEARNing Landscapes 5, no. 2 (2012): 117–26. http://dx.doi.org/10.36510/learnland.v5i2.556.

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Parents play significant roles in their children’s learning. Part of those roles include making decisions about when and where their children go to school, or, if those decisions are, or seem, impossible, parents make decisions about how they are going to navigate this apparently inevitable relationship—parents and schools. This article explores some decisions two parents made about their daughter’s learning as she headed into school, and during her early school years. The author is aware that not all parents would, or even could, make some of the decisions he made with his partner about their
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Rozprawy doktorskie na temat "Early years of school"

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Kozica, Saida, and Marcus Falk. "Religion Education in the early school years." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31848.

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Vi tycker det här ämnet är viktigt och passar bra in i vår verksamhetsförlagda tid och i vår utbildning som en framtida lärare. Det är viktigt att vi redan i tidig ålder försöker informera våra elever att vi alla som lever i detta samhälle har fler likheter än olikheter och genom att tala kring detta så kan man få bort begreppen vi och de. Rasism är byggd på fördomar, därför tycker vi det är viktigt att man börjar tala kring religion redan tidigt i åldrarna. Vi anser att genom att vi diskuterar olika religioner i klassrummen så skapar eleverna förståelse till dessa religioner, denna förståelse
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Miller, Linda Kathleen. "Literacy development in the pre-school years." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.

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Lilley, Patricia Rosemary. "Implementing local education authority policy : four year olds in school." Thesis, University of Hertfordshire, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302244.

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Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.

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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience
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Jones, Caroline A. "Special educational needs : identification and assessment in the early years." Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340549.

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Logan, Muriel L. "Creating educational experiences through the objects children bring to school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21152.

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The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from h
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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.

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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts o
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Girdwood, Jill Lynette. "Towards authentic family-school relationships: Engaging families through early years transition-to-school programs." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/378154.

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How early years transition-to-school programs have been used to engage families and foster family-school relationships is the focus of this study. Understanding how family-school relationships are created can inform future school engagement practices and ensure that all families are empowered to support their child’s educational outcomes. A review of literature suggests that families in low socio-economic and diverse communities are often perceived by schools as lacking interest or ability to play the role schools expect. Further, the cultural values, beliefs, and economic circumstances of the
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Lyndon, Sandra Jacqueline. "Early years practitioners' narratives of poverty in early childhood." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81407/.

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This thesis focuses on Early Years Practitioners who are working with young children and families in early years provision in England. Adopting a narrative approach the study sought to explore how their understandings of poverty in early childhood are shaped by dominant discourses of poverty and professional and personal experiences. Poverty as a concept is multi-dimensional and dynamic including both the experience of poverty as well as absolute and relative understandings. Under the New Labour Government, Early Years Practitioners were positioned as part of a long-term strategy to alleviate
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Fraser, Val. "Literacy begins at home : a case study approach to the examination of the storybook interactions between parents and their pre-school children." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324720.

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Książki na temat "Early years of school"

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Aubrey, Carol. Leading and managing early years. Sage Publications, 2007.

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Aubrey, Carol. Leading and managing early years. Sage Publications, 2007.

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Bierman, Karen L., and Susan M. Sheridan, eds. Family-School Partnerships During the Early School Years. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-74617-9.

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Gillooly, Margaret A. Primary school principalship: The early years. University College Dublin, 1998.

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Gill, Barrett, ed. Disaffection from school?: The early years. Falmer Press, 1989.

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Eichhorn, Donald H. Eichhorn: The early years in middle level education. Edited by David Robert J. Pennsylvania Middle School Association, 1995.

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wilton, gill. The Practical Pre-school Early Years Handbook. step forward publishing, 2001.

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Fujisawa, Tohru. GTO, the early years. Vertical, 2012.

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Fujisawa, Tohru. GTO, the early years. Vertical, 2012.

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Susan, Young. Music in the Early Years. Taylor & Francis Inc, 2002.

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Części książek na temat "Early years of school"

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Patel, Lava Y., and David E. Ruchelsman. "Medical School: The Early Years." In Orthopedic Residency and Fellowship. CRC Press, 2024. http://dx.doi.org/10.1201/9781003525486-3.

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Friedman, Samantha, and Alexia Barrable. "Forest School in the early years." In Families, Pre-School Sport, and Physical Activity. Routledge, 2025. https://doi.org/10.4324/9781003483397-11.

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Sahota, Pinki. "Pre-school prevention interventions." In Early years nutrition and healthy weight. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119023258.ch8.

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Jewson, Becky Poulter, and Rebecca Skinner. "Transitions into School." In Speech and Language in the Early Years. Routledge, 2022. http://dx.doi.org/10.4324/9781003139829-8.

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Larkin, Kevin, and Thomas Lowrie. "STEM Education Beyond the “School Fence”." In STEM Education in the Early Years. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2810-9_6.

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Attinà, Marinella. "Critical thinking in early years of education." In School Children as Agents of Change. Routledge, 2023. http://dx.doi.org/10.4324/9781003374282-3.

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Allan, Miriam. "Male Singing in Early Years of School." In Perspectives on Males and Singing. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2660-4_19.

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Robinson, Katherine M. "Arithmetic Concepts in the Early School Years." In Mathematical Learning and Cognition in Early Childhood. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12895-1_10.

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Jones, Liz. "Early years education." In Routledge International Handbook of Schools and Schooling in Asia. Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-39.

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Gray, Frank. "Wonders and Marvels: Smith’s Early Years." In The Brighton School and the Birth of British Film. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17505-4_4.

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Streszczenia konferencji na temat "Early years of school"

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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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Vincent, Annie, and Chris Jellis. "READING SKILLS IN THE EARLY YEARS IN INTERNATIONAL SCHOOLS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0648.

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Wood, J. Luke. "Racelighting Black Children: Insights Into the Early Years of School." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2113823.

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Vivek, Kavyesh, and Catharina Moenig. "1294 Evaluating perspectives on early years paediatrics teaching in medical school." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.650.

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Gonzalez-Maldonado, David, Jennifer Tsan, Donna Eatinger, David Weintrop, and Diana Franklin. "Comparison of CS Middle-School Instruction during Pre-Pandemic, Early-Pandemic and Mid-Pandemic School Years." In ICER 2022: ACM Conference on International Computing Education Research. ACM, 2022. http://dx.doi.org/10.1145/3501385.3543974.

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Dai, Ting. "Changes in School Outcomes in Early High School Years: Importance of Intrinsic Motivation for Urban Youth." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2004287.

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Kang, Donghyun. "Longitudinal Associations Between Teacher-Student Relationships and School Engagement in Early Elementary School Years: Gender Differences." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2096816.

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Kang, Donghyun. "Longitudinal Associations Between Teacher-Student Relationships and School Engagement in Early Elementary School Years: Gender Differences." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2096816.

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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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Grigoriev, V. "Comparison of educational results in Astronomy for high school students in St. Petersburg." In Modern astronomy: from the Early Universe to exoplanets and black holes. Special Astrophysical Observatory of the Russian Academy of Sciences, 2024. https://doi.org/10.26119/vak2024.186.

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During five academic years from 2018 to 2024, students in grades 10 and 11 of three different High Schools in St. Petersburg studied the subject of Astronomy as part of the school curriculum under the guidance of the author of this study. Teaching was conducted in 15 classes, each of which had at least 20 students. During this time, several approaches to educational process were used, but the methodology of academic achievements in this subject was carried out in the most identical way. This paper describes the approaches to educational process during the specified time, describes the methodol
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Raporty organizacyjne na temat "Early years of school"

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McLean, Christine Lynn. "STREAM" Laboratory School for the Early Years. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013091.

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The Inter-American Development Bank (IDB) financed a project to establish a STREAM Laboratory School at the Maria Gall Hill ECD Center in Barbados, in collaboration with the Erdiston Teacher Training College. This initiative aimed to enhance early childhood education in Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM) through play-based learning. The report details the implementation process, including the development of a STREAM-focused curriculum, professional development for educators, and the integration of innovative play-based methodologies. It highlights the suc
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Berger, Emily, Andrea Reupert, and Kelly-Ann Allen. School based prevention and early intervention for student mental health and wellbeing. The Sax Institute, 2020. http://dx.doi.org/10.57022/qnen3481.

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The role of schools in promoting wellbeing and good mental health in young people has been emphasised by significant international bodies in recent years. This review aimed to identify which school-based mental health prevention and early intervention programs have been shown to be most effective, and the characteristics that drive efficacy and sustainability. Twenty-six programs (of 74 reviewed programs) were identified for implementation in Australian schools based on availability, demonstrated sustainability and efficacy in promoting student mental health and wellbeing. This offers an oppor
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Turnbull, Brenda J., Derek L. Riley, and Jaclyn R. MacFarlane. Building a Stronger Principalship, Vol. 2: Cultivating Talent Through a Principal Pipeline. Policy Studies Associates, Inc., 2013. http://dx.doi.org/10.59656/el-ls3657.001.

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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research te
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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Senior High School: What Do Additional Years of Basic Education Schooling Buy? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.15.

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Written for the Second Congressional Commission on Education, this Policy Note summarizes new early evidence on the impact of the senior high school (SHS) program on the timing of school attendance and employment, quality of employment, and even marriage, fertility, and child health. It concludes that SHS graduates tend to have higher wages and more chances of employment in middle-skill occupations than junior high school graduates. It argues that although reverting to a K to 10 [Kindergarten to Grade 10] system or restricting SHS to college attendees might be financially beneficial in the sho
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts o
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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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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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive i
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