The First Year at School: An International Perspective
Herausgeber: Tymms, Peter; Kardanova, Elena; Merrell, Christine; Campelo Koslinski, Mariane; Wildy, Helen; Howie, Sarah; Bartholo, Tiago
The First Year at School: An International Perspective
Herausgeber: Tymms, Peter; Kardanova, Elena; Merrell, Christine; Campelo Koslinski, Mariane; Wildy, Helen; Howie, Sarah; Bartholo, Tiago
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This book explores an under-researched but vital part of education: the first year at primary/elementary school. The work shows that children¿s progress varies enormously from school to school, class to class and child to child. This variation is important because the more progress that children make in that first year of school, the higher their academic attainment at the end of compulsory schooling. The iPIPS (international Performance Indicators in Primary Schools) project, upon which this book is based, has been able to provide deeper insights into some of the key issues within and across…mehr
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- Produktdetails
- International Perspectives on Early Childhood Education and Development Nr.39
- Verlag: Springer International Publishing / Springer International Publishing AG
- 2023
- Seitenzahl: 368
- Erscheinungstermin: 29. Juni 2024
- Englisch
- Abmessung: 235mm x 155mm x 20mm
- Gewicht: 557g
- ISBN-13: 9783031285912
- ISBN-10: 3031285913
- Artikelnr.: 71189577
- International Perspectives on Early Childhood Education and Development Nr.39
- Verlag: Springer International Publishing / Springer International Publishing AG
- 2023
- Seitenzahl: 368
- Erscheinungstermin: 29. Juni 2024
- Englisch
- Abmessung: 235mm x 155mm x 20mm
- Gewicht: 557g
- ISBN-13: 9783031285912
- ISBN-10: 3031285913
- Artikelnr.: 71189577
Primary School Indicators project.- Chapter 1. A Reflection on Three
Decades of Development.- Chapter 2. The First Year at School. A
Perspective from a Personal Standpoint.- Part 2. Introduction. The
Challenge of Assessing Young Children's Progress Fairly and Making
Comparisons.- Chapter 3. Educational Assessment of Young Children.- Chapter
4. International Comparative Assessments in Education.- Chapter 5.
International Comparative Assessments of Young Children. Debates and
Methodology.- Chapter 6. Teachers' Roles in the Assessment of Young
Children.- Part 3. Growth of the International Performance in Primary
School Indicators.- Chapter 7. Packing 200 000 Years of Evolution in One
Year of Individual Development. Developmental Constraints on Learning in
the First Primary School Year.- Chapter 8. Children's Developmental Levels
at the Start of School.- Chapter 9. Progress Made During the First Yearat
School.- Part 4. The First Year at School. Education Inequality, Poverty
and Children's Cognitive Development.- Chapter 10. Measures of Family
Background in the iPIPS Project - Possibilities and Limits of Comparative
Studies Across Countries.- Chapter 11. The Association Between Adverse
Socio-Economic Circumstances and Cognitive Development within an
International Context.- Part 5. Using iPIPS Data for Teaching and
Informing Policy.- Chapter 12. Strategies to enhance Pedagogical Use of
iPIPS Data and to support Local Government Decision-Making in Brazil.-
Chapter 13. Using Assessment Data to Inform Teaching. An Example from
Lesotho.- Chapter 14. The Use of iPIPS Data for Policy Assessment,
Government Evidence-Based Decision Making and Pedagogical Use by Schools in
Russia.- Chapter 15. Using data to inform teaching. An example from the
Western Cape, South Africa.- Chapter 16. iPIPS Research Evidence. Case
Studies to Promote Data Use.- Part 6. Novel and Unexpected Findings from
iPIPS.- Chapter 17. Phonological Processing and Learning Difficulties for
Russian First-Graders.- Chapter 18. Name Writing Ability and its Effect on
Children Future Academic Attainment.- Chapter 19. The Early Physical-Motor
Development Predictors of Young Children's Mathematics Achievements.-
Chapter 20. Inattentiveness Predicts Reading Achievement in Primary School,
but with Hyperactivity/Impulsivity it's more Complicated.- Chapter 21. The
Effects of Class Composition on First-Graders' Mathematics and Reading
Results. Two Countries' Cases.- Part 7. Conclusion.- Chapter 22.
Reflections and Recommendations.
Primary School Indicators project.- Chapter 1. A Reflection on Three
Decades of Development.- Chapter 2. The First Year at School. A
Perspective from a Personal Standpoint.- Part 2. Introduction. The
Challenge of Assessing Young Children's Progress Fairly and Making
Comparisons.- Chapter 3. Educational Assessment of Young Children.- Chapter
4. International Comparative Assessments in Education.- Chapter 5.
International Comparative Assessments of Young Children. Debates and
Methodology.- Chapter 6. Teachers' Roles in the Assessment of Young
Children.- Part 3. Growth of the International Performance in Primary
School Indicators.- Chapter 7. Packing 200 000 Years of Evolution in One
Year of Individual Development. Developmental Constraints on Learning in
the First Primary School Year.- Chapter 8. Children's Developmental Levels
at the Start of School.- Chapter 9. Progress Made During the First Yearat
School.- Part 4. The First Year at School. Education Inequality, Poverty
and Children's Cognitive Development.- Chapter 10. Measures of Family
Background in the iPIPS Project - Possibilities and Limits of Comparative
Studies Across Countries.- Chapter 11. The Association Between Adverse
Socio-Economic Circumstances and Cognitive Development within an
International Context.- Part 5. Using iPIPS Data for Teaching and
Informing Policy.- Chapter 12. Strategies to enhance Pedagogical Use of
iPIPS Data and to support Local Government Decision-Making in Brazil.-
Chapter 13. Using Assessment Data to Inform Teaching. An Example from
Lesotho.- Chapter 14. The Use of iPIPS Data for Policy Assessment,
Government Evidence-Based Decision Making and Pedagogical Use by Schools in
Russia.- Chapter 15. Using data to inform teaching. An example from the
Western Cape, South Africa.- Chapter 16. iPIPS Research Evidence. Case
Studies to Promote Data Use.- Part 6. Novel and Unexpected Findings from
iPIPS.- Chapter 17. Phonological Processing and Learning Difficulties for
Russian First-Graders.- Chapter 18. Name Writing Ability and its Effect on
Children Future Academic Attainment.- Chapter 19. The Early Physical-Motor
Development Predictors of Young Children's Mathematics Achievements.-
Chapter 20. Inattentiveness Predicts Reading Achievement in Primary School,
but with Hyperactivity/Impulsivity it's more Complicated.- Chapter 21. The
Effects of Class Composition on First-Graders' Mathematics and Reading
Results. Two Countries' Cases.- Part 7. Conclusion.- Chapter 22.
Reflections and Recommendations.