Gotowe bibliografie tematyczne / Kindergarten and primary 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 „Kindergarten and primary school”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Kindergarten and primary school"

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Li, Mingyue, and Shiya Zhou. "The Current Situation and Investigation and Analysis of Home School Cooperation in the Connect between Kindergarten and Primary Education under the "Double Reduction" Policy." World Journal of Educational Research 11, no. 5 (2024): p209. http://dx.doi.org/10.22158/wjer.v11n5p209.

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After the implementation of the "Double Reduction" policy, there are more standardized and scientific requirements for the connect between Kindergarten and primary education. Various regions have begun to implement policy requirements and vigorously promote the connect between primary and secondary education. However, carrying out home school cooperation during the connect from kindergarten to primary school still faces practical difficulties and challenges.Therefore, this study mainly adopts questionnaire survey and interview methods to investigate and analyze the current situation of home sc
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Zhao, Mengyao, and Jingru Yan. "Research on the Current Status and Countermeasures of Family Education Guidance Provided by Kindergartens in the Transition from Kindergarten to Primary School: A Case Study of X Kindergarten in Jimo District, Qingdao City, Shandong Province." World Journal of Educational Research 11, no. 5 (2024): p203. http://dx.doi.org/10.22158/wjer.v11n5p203.

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This study investigates the current status of family education guidance provided by kindergartens during the transition from kindergarten to primary school in Jimo District, Qingdao City, Shandong Province, and proposes recommendations and strategies for improvement. The research identifies several issues, including deficiencies in the organizational management of family education guidance by kindergartens and the lack of a robust regulatory framework. To address these challenges, kindergartens should establish a constructive mutual assistance mechanism for family education during the transiti
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Xenofontov, Ion Valer. "Kindergartens in interwar Chisinau." JOURNAL OF ETHNOLOGY AND CULTUROLOGY XXXVI (December 2024): 112–19. https://doi.org/10.52603/rec.2024.36.14.

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Based on unpublished historical sources, statistical data of the period, specialized literature, etc., the first stage of primary education in interwar Chisinau was researched and analyzed, namely schools for young children (kindergartens), provided for children aged 4-7, being optional for children aged 4-5 and mandatory for those aged 5-7 in the localities where such institutions operated. After the Union in 1918, state kindergartens operated in Chisinau next to primary schools or in separate spaces. Towards the end of the interwar period, the number of kindergartens was 23. Specialized staf
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Kokkalia, Georgia, Athanasios S. Drigas, Alexandra Economou, and Petros Roussos. "School Readiness From Kindergarten to Primary School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (2019): 4. http://dx.doi.org/10.3991/ijet.v14i11.10090.

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The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of prescho
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Tian, Xiaoyi, Dong Xu, Liqun Wu, et al. "Thinking of Two-Way Cohesion at the Young Age of China—Interpretation of the Guiding Opinions on Vigorously Promoting the Scientific Connection Between Kindergartens and Primary Schools." Journal of Advanced Research in Education 1, no. 1 (2022): 21–27. http://dx.doi.org/10.56397/jare.2022.11.03.

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The smooth transition from kindergarten to primary school is of great significance to the healthy development of children in the future. The release of the guiding opinions on vigorously promoting the scientific connection between kindergartens and primary schools clearly puts forward the concept of two-way connection between kindergartens and primary schools for the first time. Its essence is to reshape the reform value of basic education, highlight the concept of good educational ecology, and solve the problem of steep connection from the root. It proposes that kindergartens and primary scho
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Erkan, Nefise Semra, Nurten Elkin, Derya Kavgaoğlu, Sümeyye Ocal Dörterler, and Buse Kerigan. "Views of Kindergarten and First-Grade Teachers on School Readiness." Theory and Practice in Child Development 1, no. 1 (2021): 1–24. http://dx.doi.org/10.46303/tpicd.2021.2.

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This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of National Education in Istanbul, Turkey. The phenomenology model, one of the qualitative research designs, was adopted in this study. The “Semi-Structured Teacher Interview Form” prepared by Erkan was used to determine the opinions of teachers on school readiness. The data obtained from the study were a
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Deutscherova, Beata. "Resilience of beginning and advanced teachers in managing various changes in their profession." Journal of Language and Cultural Education 9, no. 2 (2021): 77–83. http://dx.doi.org/10.2478/jolace-2021-0013.

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Abstract The paper is devoted to obtaining information on the resilience of kindergarten and primary school teachers. In the research, special attention was paid to beginning teachers, who we thought were more likely to be less resilient than teachers with longer experience. The research sample consisted of teachers of selected kindergartens and primary schools throughout the Czech Republic. The aim of the research was to find out whether there are differences in resilience between selected groups of teachers due to the current pandemic situation that each teacher had to deal with. Analysis of
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Skubic, Darija. "Verbal Abuse in Kindergarten and Primary School." Ars & Humanitas 12, no. 1 (2018): 104–23. http://dx.doi.org/10.4312/ah.12.1.104-123.

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In Slovenia and abroad, there is a fairly extensive literature on abuse of different forms, making it appear that there are very different and specific uses of certain terms that indicate the same activity or issue, such as abuse, aggression, aggression, suffering, forcing, and bullying. One of the common forms of abuse is verbal abuse, namely verbal expressions of disrespect to the victim. We live in a time when social inequality is very quickly growing among the residents of the Republic of Slovenia. In various documents produced by the European Union, preschool education in particular, but
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Skubic, Darija. "Verbal Abuse in Kindergarten and Primary School." Ars & Humanitas 12, no. 1 (2018): 104–23. http://dx.doi.org/10.4312/ars.12.1.104-123.

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In Slovenia and abroad, there is a fairly extensive literature on abuse of different forms, making it appear that there are very different and specific uses of certain terms that indicate the same activity or issue, such as abuse, aggression, aggression, suffering, forcing, and bullying. One of the common forms of abuse is verbal abuse, namely verbal expressions of disrespect to the victim. We live in a time when social inequality is very quickly growing among the residents of the Republic of Slovenia. In various documents produced by the European Union, preschool education in particular, but
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Xie, Jiajia. "Exploration of Strategies for Cultivating Creativity in the Context of Curriculum Gamification during Kindergarten-Primary School Transition." Academic Journal of Management and Social Sciences 10, no. 2 (2025): 177–84. https://doi.org/10.54097/ky6vye72.

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Edward once stated, "Creativity is the most important human resource; without creativity, there is no progress." The China Basic Education Association has also emphasized in educational forums the importance of cultivating top-tier innovative talents. Such talents rely heavily on the stimulation of students' innovative thinking and the development of creativity. Currently, some kindergartens exhibit a trend of primary school-oriented practices, focusing excessively on knowledge transmission while neglecting the cultivation of comprehensive qualities, particularly creativity. Moreover, the unid
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Rozprawy doktorskie na temat "Kindergarten and primary school"

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Man, Ngar-man Carmen. "A review on the education voucher system for pre-primary school in HK." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3865264X.

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Chow, Yau-mui Helen. "A comparison of kindergarten and primary school teacher expectations for school readiness." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18038384.

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Chow, Yau-mui Helen, and 周友梅. "A comparison of kindergarten and primary school teacher expectations for school readiness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955903.

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Man, Ngar-man Carmen, and 萬雅雯. "A review on the education voucher system for pre-primary school in HK." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B3865264X.

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Howard, Peter T., of Western Sydney Nepean University, and Faculty of Education. "Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes." THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.

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The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitu
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White, Judith Deierling Klass Patricia Harrington. "Reduced class size and teacher perceptions of its impact in kindergarten through third grade." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819904.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 30, 2006. Dissertation Committee: Patricia Klass (chair), Paul Baker, Larry McNeal, Thomas F. Ryan. Includes bibliographical references (leaves 109-112) and abstract. Also available in print.
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Mushrif, A. A. "The effect of the Iraqi kindergarten programme on pupil achievement in mathematics in the first grade of the primary school." Thesis, Bucks New University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378565.

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Evanshen, Pamela, and Mary Myron. "Walking Tour of ETSU University School Kindergarten Through 4th Grade Learning Environments." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4385.

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Evanshen, Pamela, and Mary Myron. "Walking Tour of ETSU University School Kindergarten Through 4th Grade Learning Environments." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4388.

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Evanshen, Pamela, and Mary Myron. "Walking Tour of ETSU University School Kindergarten Through 4th Grade Learning Environments." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4382.

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Książki na temat "Kindergarten and primary school"

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Rothschild, Mary. The Seattle Times school guide: Public & primary/kindergarten-high school. Edited by Seattle Times Company. Seattle Times Co., 2006.

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Rothschild, Mary. The Seattle Times school guide: Public & primary/kindergarten-high school. Edited by Seattle Times Company. Seattle Times Co., 2006.

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Klein, Karen. Designing your school year: For preschool & kindergarten. Klein & Klein Instructional Development Services, Inc., 1990.

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Hohmann, Charles. Learning environment: The physical setting, the daily schedule, teacher-child interaction. High/Scope Press, 1992.

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Jacklin, Angela. Beginning primary teaching: Moving beyond survival. Open University Press, 2006.

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Nacheva-Petkova, Vera. Iz istorii︠a︡ta na preduchilishtnoto vŭzpitanie v Bŭlgarii︠a︡. Universitetsko izd-vo "Sv. Kliment Okhridski", 1999.

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Gillian, Williams, ed. Teaching young children: Choices in theory and practice. Open University Press, 2004.

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Neville, Bennett. A good start?: Four year olds in infant schools. Blackwell Education, 1989.

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Solomon, Chuck. Moving up from kindergarten to first grade. Crown, 1989.

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New York (N.Y.). Board of Education., ed. New horizons: Summer primary program. Public Schools, 1990.

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Części książek na temat "Kindergarten and primary school"

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Kämpfe, Karin, and Britta Menzel. "Primary school in relation to kindergarten." In Early Childhood Education in Germany. Routledge, 2021. http://dx.doi.org/10.4324/9780429275593-15.

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Büker, Petra, and Julia Höke. "Children’s voices as a bridge between educators in kindergarten and teachers in primary school." In Listening to Children’s Advice about Starting School and School Age Care. Routledge, 2019. http://dx.doi.org/10.4324/9781351139403-9.

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Gagliardi, Mauro, Veronica Bartolucci, and David Scaradozzi. "Educational Robotics at Primary School with Nintendo Labo." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_39.

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AbstractIn the last five years, the Italian Ministry of Education has focused on digital skills, recognizing them as fundamental and indispensable for the growth of the future citizens of the information age. Numerous requests have come from the European Commission, the Italian Ministry of Education and the employment world regarding the introduction of new technologies in schools, whether or not this is part of curricular activities. National guidelines for kindergarten and primary school curricula promote the introduction of new tools and new multimedia languages as fundamental for all disci
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Eng, Bah Tee, Insu Song, Chaw Suu Htet Nwe, and Tian Liang Yi. "Injecting Challenge or Competition in a Learning Activity for Kindergarten/Primary School Students." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52249-0_55.

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Pahl, Angelika. "Teaching Physics in Kindergarten and Primary School: What Do Trainee Teachers Think of This?" In Challenges in Physics Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06193-6_5.

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Tubach, Dorothea, and Marcus Nührenbörger. "Mathematical Understanding in Transition from Kindergarten to Primary School: Play as Bridge Between Two Educational Institutions." In Mathematics Education in the Early Years. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23935-4_5.

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Pinto, Giuliana, Lucia Bigozzi, and Giulia Vettori. "The Effect of Low-Level Writing Process on Written Narrative Textual Competence in Kindergarten and Primary School Children." In Development of Writing Skills in Children in Diverse Cultural Contexts. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29286-6_6.

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Di Giovanni, Gianni, Marianna Rotilio, and Chiara Cipollone. "Energy Efficiency Strategies in Active House Buildings. The Case Study of the Kindergarten and Primary School in Alfedena (AQ)." In Lecture Notes in Civil Engineering. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71867-0_17.

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Kresky, Donna, and Stephen D. Truscott. "Kindergarten." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_219.

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Peters, Martine, Sylvie Fontaine, and Eric Frenette. "Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?" In Academic Integrity in Canada. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_16.

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AbstractVery little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and we
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Streszczenia konferencji na temat "Kindergarten and primary school"

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Vass, Regina Krisztina, and Orsolya Endrődy. "Kindergarten-School Transition in the Early Childhood." In 1st Budapest International Conference on Education. BME GTK Műszaki Pedagógia Tanszék, 2024. https://doi.org/10.3311/bice2024-002.

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Tardivo, Angela, Antonio Barba, Véronica Rufo Baena, Cristina Alonso-Campuzano, and Giuseppe Iandolo. "TANGIBLE CODING THROUGH STORIES: FOSTERING COMPUTATIONAL SKILLS IN KINDERGARTEN AND PRIMARY EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1633.

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Ymirbekova, Akerke, Olga Berkovich, and Ekaterina Malutina. "CONTINUITY OF KINDERGARTEN AND PRIMARY SCHOOL." In Детство равных возможностей: процессы преодоления образовательного неравенства при реализации сетевой модели преемственности. Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-70-2_139.

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Lietavcová, Martina, Miluše Vítečková, and Jiří Jošt. "CHILD TRANSITION FROM KINDERGARTEN TO PRIMARY SCHOOL AS EXPERIENCED BY A KINDERGARTEN TEACHER." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1866.

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Perte, Andra-Maria. "Job Satisfaction And Self-Esteem For Primary School And Kindergarten Teachers." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.63.

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Fleisz-Gyurcsik, Anita. "WHAT DO KINDERGARTEN EDUCATORS, PRIMARY SCHOOL TEACHERS AND PARENTS EXPECT OF ONE ANOTHER WITH REGARDS TO HELPING THE TRANSITION FROM KINDERGARTEN TO PRIMARY SCHOOL IN HUNGARY?" In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0496.

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Bendová, Petra. "IDENTIFYING CHILDREN AT RISK OF DYSLEXIA BY KINDERGARTEN AND PRIMARY SCHOOL TEACHERS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2440.

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Hrbacek, Magdalena. "DEVELOPMENT OF READING COMPREHENSION SKILLS IN KINDERGARTEN AND FIRST DEGREE OF PRIMARY SCHOOL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1153.

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Grácio, João Carlos, João Torres, Maria Do Rosário Rodrigues, Ana Chambel, and Miguel Figueiredo. "Reflections on an educational robotics project in kindergarten and in primary school education." In 2023 International Symposium on Computers in Education (SIIE). IEEE, 2023. http://dx.doi.org/10.1109/siie59826.2023.10423703.

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Zhang, Lina, and Han Yin. "Research on the Transition from Kindergarten Language Education to Primary School Language Education." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.64.

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Raporty organizacyjne na temat "Kindergarten and primary school"

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Leponiemi, Lasse. Spotlight on Switzerland - Digital Transformation at School. HundrED, 2019. http://dx.doi.org/10.58261/gmxq5453.

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Spotlight Switzerland – Digital Transformation at School is part of the HundrED Spotlight collection. It aims to highlight emerging best practices and supports inspiring teachers who actively tackle digital change in the classroom together with their students. The call for projects was open to all teachers working in Switzerland at kindergarten, primary and secondary levels.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the inter
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Griffith, Andrew, and Timothy Baum. Sheile Primary School, Dahuk, Iraq. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada532212.

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Araujo, María Caridad, Yyannu Cruz-Aguayo, Pedro Carneiro, and Norbert Schady. Teacher Quality and Learning Outcomes in Kindergarten. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011718.

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We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11
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Yeo, Lay See, Maureen Neihart, Wan Har Chong, and Vivien Swee Leng Huan. Inclusive education in Singapore primary school classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27405.

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The purpose of the research is to examine the perceptions of primary school educators toward inclusive education in Singapore. The research study seeks to provide an understanding of inclusion as it is practiced in Singapore primary schools. It examines the features of inclusion and its implementation, the experience of primary school teachers, perceived barriers and facilitators of inclusion, and the benefits and disadvantages of inclusion.
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Debons, Pascal, Nieke Westerik, Marco Streng, Monique Beun, Demewez Moges, and Frederick Kizito. School Milk Programme Learning paper : “A parent-led approach with dairy products for pre-primary and primary school children”. Wageningen Ubiversity & Research, 2024. http://dx.doi.org/10.18174/651625.

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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.

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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and
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Van Der Zant, Tamara, Katherine Dix, and Toby Carslake. Evaluation of the Smiling Mind Primary School Program 2023. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-745-8.

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In its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health. The Pro
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Melnick, Hanna, Emma García, and Melanie Leung-Gagné. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/826.674.

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In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program initially designed for older 4-year-olds—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to greatly expand the early learning workforce. This brief provides estimates of how many TK teachers California will need; describes the potential supply pools that could meet this demand; outlines pathways into the profession; and offers recommendations to help stabilize, support, and expand the entire early childhood workforce.
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video material
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