Добірка наукової літератури з теми "Preprimary field"

AbstractIn fundraising, potential candidates who do not collect sizable amounts of “early money” may be effectively eliminated even before the start of the Iowa Caucus. This winnowing raises concern about the impact money has on narrowing the field of candidates from whom voters can choose. To better grasp patterns of successful fundraising, we explore where candidates obtain funds during the preprimary and primary periods. We use individual contributions data from the Federal Election Commission during the preprimary and primary periods of the 2008 Republican presidential nomination contest. Findings suggest that although California, New York, and Texas provide disproportionate amounts of early financing, the ability of presidential aspirants to broaden their support is indicative of campaign success.

This article reports on two case studies of teachers’ managing the challenges associated with gaining acceptance for child-centeredness curriculum practices in the Hong Kong Special Administrative Region. These teachers intended to respond to the newly published Guide to the Preprimary Curriculum (Education and Manpower Branch, 2006) by adopting a more humanistic pedagogical approach in their teaching and learning practices. The research revealed a gap between what the teachers expected as promises associated with the teaching practices and the actual challenges they faced while implementing the humanistic curriculum. Implications of these findings, both the challenges and the promises, are discussed to provide references for practitioners in the field, namely by explaining what worked for the teachers and what did not when readjusting their ideal school-based curriculums. The reactions of the practitioners to educational reform in England and Sweden are discussed as cross-reference to the findings of the research.

Resumen:La presente investigación se circunscribe en el ámbito de la evaluación de las dificultades de aprendizaje en matemática inicial, tiene por objetivo profundizar en el conocimiento de la Competencia Matemática Temprana (CMT) a través de la observación e interpretación de las estrategias utilizadas por los niños para resolver tareas de tipo relacional y numérica. La investigación tiene la intención de poner un especial énfasis en romper la barrera del error como sinónimo de fracaso y avanzar hacia mejores estrategias de potenciamiento y prevención de las dificultades de aprendizaje en un contexto de investigación y formación histórica en la escuela italiana. En términos metodológicos, se trabajó con docentes de los niveles iniciales de escolarización (escuela de la infancia y primaria) y dirigentes escolares de 14 establecimientos de diversidad geográfica, territorial y sociocultural de las ciudades de Roma, Terni y Trieste, los que participaron en los años 2012, 2013 y 2014 en la validación para la población italiana del Early Numeracy Test- R (ENT- R). Este instrumento, que es una prueba elaborada por Van Luit y Van de Rijt (2009) evalúa la Competencia Matemática Temprana (CMT) en niños de 4 a 7 años, fue acompañado del Registro de Observación de la Competencia Matemática Temprana (ROCMT) construido durante el proceso de investigación y que permite mediar la observación de las sub habilidades que conforman la CMT. Difficulties of Learning in Mathematics in the initial levels: Research and training in the Italian school Abstract:This research concerns the field of assessment of learning difficulties in mathematics in the early years. It aims to deepen the knowledge of Early Mathematical Competence (in spanish CMT: Competencia Matemática Temprana) through observation and interpretation of the strategies used by children for solve numerical and relational tasks. The research intends to place special emphasis to break the stereotype that considers error as a failure and move toward better strategies of empowerment and prevention of learning difficulties in a context of research and training in the Italian school. In terms of methodology, we worked with teachers in the initial levels of schooling (primary and preprimary school) and school leaders from 14 schools located in different geographical, territorial and socio-cultural contexts in the city of Rome, Trieste and Terni, who participated in the years 2012, 2013 and 2014 in the validation for the Italian population of the Early Numeracy Test-R. This instrument, which is a test developed by Van Luit and Van de Rijt (2009) that evaluates Early Mathematical Competence (CMT) in children 4 to 7 years, was accompanied by a Notebook for Observation of Early Mathematical Competence (in spanish: Registro de Observación de la Competencia Matemática Temprana, ROCMT), built during the research process that allows to observe the use of sub-skills forming the CMT.observation during the development of that make the CMT.

The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. This article also helps to explore and compare different modes of course delivery. It also tries to compare and contrast different modes of education through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. This article limits its analysis to management education only. An in-depth systematic review from various research papers, articles, cases was done for this article to suggest the model. We found that the management education in India needs a paradigm shift in design, delivery, and assessment and as has been the trend, the trend-setter has to be the faculty in association with the learner. The article recommends that the college administration and faculties should design curriculum in such a system which is more practice-oriented, has more interning hours and where theory gets tested and tried in the field.

Doctor Educationis
The purpose of this study is to examine the relationship between identity and differential academic performance in a cohort of preprimary teachers-in-training. The study draws on indepth interviews with, and detailed observations of, nineteen students and five of their lecturers at a college of education in Cape Town in the late 1990s. Through an analysis of the narratives of academic performance of these students, this work argues that students constructed narratives of academic performance framed by their expectations of what they considered possible for people of their particular identity. Thus as a consequence, students who shared common identities and social locations tended to share common narrative threads. This was most evident in the way in which three broad narrative perspectives emerged - framed by shared social locations of race, class, and gender, and common understandings of religion and cognitive ability. However, within each broad grouping .individual agency nuanced how each student interpreted his or her personal history and particular social locations through the discourses to which he or she had access. This work presents a. challenge to the dominant metaphor of reproduction in the field of educational studies. It is clear from analysis of the students' narratives that as active agents they were not unproblematically reproduced by the teacher college as classed, raced, and gendered subjects. Rather, they produced themselves within existing, and often potentially contradictory, material and discursive contexts. In explaining differential academic performance, this work examines the way in which narrative understandings introduce people into particular ways of life through their authorial voice and legitimating functions. More specifically, it explains how subjective narratives of academic performance introduce students into particular social actions that result in 'objective' differential academic performance as recorded on year-end mark schedules. However, in selecting narrative analysis as a conceptual framework for the work, it has been possible to motivate for an explanation that goes beyond an analysis of academic achievement and failure. In successive chapters evidence is marshaled to frame an argument that students' narratives shape their social action as agents of history, and are implicated in the distribution of privilege within society. The framing of the research question was premised on the assumption that a relationship exists between educational outcomes and access to life chances. While evidence is presented that signals how subjective narratives of academic performance are 'lived out' as 'objective' academic performance, a linear relationship between marks as academic performance and life chances is raised as problematic. It is argued that rather than merely shaping academic performance, narratives as theories of social reality frame all understandings of the social world including access to socio-economic privilege. It is these understandings that get 'lived out' in the choices that students make about their futures. A significant thread to the argument is the extent to which lecturers are implicated in the narrative understandings that students construct, and consequently in the unequal distribution of privilege in society. While seeking to explain academic performance, the study comes to the significant conclusion that narrative understandings, rather than academic performance, are implicated in the distribution of privilege in society.