Relevant bibliographies by topics / Beginning of schooling

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Beginning of schooling'

Author: Grafiati
Published: 28 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Beginning of schooling"

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Hamilton, David. "The beginning of schooling - as we know it?" Journal of Curriculum Studies 47, no. 5 (June 18, 2015): 577–93. http://dx.doi.org/10.1080/00220272.2015.1052851.

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Suggate, Sebastian P., Elizabeth A. Schaughency, and Elaine Reese. "The contribution of age and reading instruction to oral narrative and pre-reading skills." First Language 31, no. 4 (March 15, 2011): 379–403. http://dx.doi.org/10.1177/0142723710395165.

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Research suggests children beginning school around age five years show similar long-term reading achievement as children who start later, at seven years. To shed light on this phenomenon, this article presents cross-sectional data examining the oral narrative, phonemic awareness and non-word decoding skills of three groups of children at the beginning of state schooling (age 5), the beginning of Waldorf schooling (age 7) and children who attended state schooling, but were of a similar age to the Waldorf sample (age 7) ( N = 103). Key covariates of receptive vocabulary, home literacy environment, sex, ethnicity and maternal education were included. Analyses suggested language development – including story memory and narrative quality and phoneme awareness – improved with age but not length of formal schooling. Conversely, non-word decoding skills improved with formal schooling, but not age. These findings add to the literature supporting separate skill clusters of language and decoding skills, with potentially different contributors to their development.
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Reinhiller, Noell, and Gloria Jean Thomas. "Special Education and Home Schooling: How Laws Interact with Practice." Rural Special Education Quarterly 15, no. 4 (December 1996): 11–17. http://dx.doi.org/10.1177/875687059601500403.

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Home schooling has been part of the American education system since this country's beginning. In reviewing the history of home schooling and accompanying legislative action, there is a definite trend by state legislatures to liberalize laws related to home schooling. Students with disabilities, however, pose significantly greater challenges for parents who choose home schooling and have created a new area of litigation in the last 20 years. After summarizing statutes in the rural states of North Dakota and Minnesota, this article discusses several cases to illustrate the refinement of the interpretation of the intersection of home schooling and special education. Implications and recommendations for practice are included.
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Feldmann, Horst. "Still Influential: The Protestant Emphasis on Schooling." Comparative Sociology 17, no. 5 (August 30, 2018): 641–78. http://dx.doi.org/10.1163/15691330-12341474.

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Abstract From its beginning 500 years ago, Protestantism has been advocating and actively pursuing the expansion of schooling, including the schooling of girls. In many countries, it has thus helped to create a cultural heritage that puts a high value on education and schooling. This paper provides evidence that Protestantism’s historical legacy has an enduring effect. Using data on 147 countries, it finds that countries with larger Protestant population shares in 1900 had higher secondary school enrollment rates over 1975-2010, including among girls. The magnitude of the effect is small though. Using Protestant population shares over 1975-2010, the paper also shows that Protestantism’s influence on schooling has diminished and that contemporary Protestantism, in contrast to historical Protestantism, does not affect schooling. The regression analysis accounts for numerous other determinants of schooling.
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Bills, Andrew, Jennifer Cook, and David Giles. "Negotiating second chance schooling in neoliberal times: Teacher work for schooling justice." Teachers' Work 12, no. 1 (December 3, 2015): 78–95. http://dx.doi.org/10.24135/teacherswork.v12i1.49.

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The purpose of this paper is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary ‘second chance’ school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became ‘radical pragmatic’ educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling.
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Danforth, Scot, and Srikala Naraian. "This New Field of Inclusive Education: Beginning a Dialogue on Conceptual Foundations." Intellectual and Developmental Disabilities 53, no. 1 (February 1, 2015): 70–85. http://dx.doi.org/10.1352/1934-9556-53.1.70.

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Abstract Numerous scholars have suggested that the standard knowledge base of the field of special education is not a suitable intellectual foundation for the development of research, policy, and practice in the field of inclusive education. Still, we have yet to have a dialogue on what conceptual foundations may be most generative for the growth and development of the field of inclusive education. This article imagines and initiates such a new dialogue among educational researchers and teacher educators about the intellectual resources that can best support inclusive educators everywhere. As inclusive education gets increasingly taken up within international policy discourses, it may be imperative to explore and identify theories and ideas that can be responsive to diverse and hugely unequal contexts of schooling. This article forwards an initial collection of intellectual resources for an inclusive education that can accommodate such complex schooling conditions and invites rich scholarly exchange on this issue.
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Hammes, Patricia Simone, Maria Aparecida Crepaldi, and Marc Bigras. "Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling." Spanish journal of psychology 15, no. 1 (March 2012): 124–31. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n1.37295.

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The aim of this short term longitudinal study, based on the system theory, was to test the association between different aspects of family functioning of preschoolers and their socioaffective competencies at the end of the first grade. The total sample included 278 children (137 boys and 141 girls) and their families. The analysis of variance results regarding the aspects of family cohesion and harmony showed that preschoolers from more cohesive families display more social skills, while those from more conflicting families display more externalizing behavior problems (aggression and irritability). With respect to the family's ability to resolve problems, it was observed that, especially for middle and upper class families, this aspect is associated with better social skills and fewer internalized behavior problems. Overall, results of the present study suggest that the family functioning at early stage might influence children's abilities to regulate their emotions and to establish/maintain important relationships with peers and teachers in their early school years.
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Elsayed, Mahmoud A. A. "Keeping Kids in School: The Long-Term Effects of Extending Compulsory Education." Education Finance and Policy 14, no. 2 (March 2019): 242–71. http://dx.doi.org/10.1162/edfp_a_00254.

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This paper uses a natural experiment from Egypt to examine the effect of extending compulsory schooling on long-term educational and labor market outcomes. Beginning in school year 2004–05, the Egyptian government extended primary education from five to six years, moving from an eight-year compulsory schooling system to a nine-year system. Using a regression discontinuity design, I examine whether the compulsory schooling expansion affects years of schooling, literacy and cognitive skills, post-primary attendance, and labor market outcomes of individuals born just around the 1992 school entry cutoff. The results suggest that an extra year of compulsory education increases total years of schooling by 0.6 to 0.8 years. This effect, however, is concentrated among male individuals. In particular, I find that the school reform increases the schooling gap between male and female students by somewhere between 0.30 and 0.48 years. I also find no effect of expanding compulsory education on individuals’ literacy skills, schooling beyond the primary education level, or labor market outcomes. There is some evidence, however, that the school reform has improved reading and self-reported writing skills among male individuals.
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Haider, Steven J., and Kathleen McGarry. "Postsecondary Schooling and Parental Resources: Evidence from the PSID and HRS." Education Finance and Policy 13, no. 1 (January 2018): 72–96. http://dx.doi.org/10.1162/edfp_a_00219.

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We examine the association between young adult postsecondary schooling and parental financial resources using two datasets that contain high-quality data on parental resources: the Panel Study of Income Dynamics (PSID) and the Health and Retirement Study (HRS). We find the association to be pervasive—it exists for income and wealth, it extends far up the income and wealth distributions, it remains even after we control for a host of other characteristics, and it continues beyond simply beginning postsecondary schooling to completing a four-year degree. Using the Transition to Adulthood supplement to the PSID, we also find that financial resources strongly affect postsecondary schooling for all levels of high school achievement, and particularly for those at the highest level.
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Inck, Thomas. "A Beginner’s Mind: On Beginning Psychoanalytic Schooling … Bion, Keith Jarrett, and the Primal Scene." Studies in Gender and Sexuality 17, no. 3 (July 2, 2016): 216–20. http://dx.doi.org/10.1080/15240657.2016.1200901.

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Dissertations / Theses on the topic "Beginning of schooling"

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Nicholls, Rachael. "School in Community, Challenges and Transformation: A Beginning Teacher Reflects on Experiences and Collective Histories in a Rural, Southern Ontario School." Thesis, 2010. http://hdl.handle.net/1807/25665.

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This research account centers on the life history-inspired narratives of engaged teachers, parents, and community members associated with King Albert Public School (KAPS). Since early 2000 to 2008 staff at KAPS collaborated with students, community parents, businesses, and organizations to meet the needs of students and to make positive connections within surrounding neighbourhoods. In the process KAPS witnessed substantial transformation. Paramount in connecting with the community was the construction of a new school gymnasium. KAPS became a hub for students, parents, and community. In the process of construction and subsequent use of the gym, the school itself developed a new sense of meaning in the community. As I navigate the process of becoming a teacher I use a reflexive inquiry approach to parallel my process of development to the transformation that occurred at KAPS. Also, this project contributes to the rural and small-town Ontario research literature on poverty and schooling.
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Týmalová, Eva. "Prevence specifických poruch učení u dětí v předškolním věku v návaznosti na začátek školní docházky." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446471.

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This thesis concerns with the prevention of specific learning disabillities of children during their start of schooling, using the predictive test battery. The paper's goal is to focus on prediction signals of specific learning disorders and their timely prevention. Conclusion of our thesis is an up-to-date knowledge about preschool phase, school maturity and preparedness of children, knowledge about sub-function deficits, specific learning disabillities, its manifestation and posibilities of timely prevention. Research part's focus point is practical testing and evaluation of sub-functions with the help of diagnostic material named:"learning and writing disability hazards test for preschoolers." Test is undertaken by a group of six children in their mandatory preschool education year and is followed by intervention targeted at discovered areas with defecits. This group is filled in with case studies. After 6 months of intervention, during which the students started attending primary school, a post-test is performed to evaluate achieved results and compare them with a control group consisting of randomly chosen pupils attending first year of primary school as well. By combining theoretical and practical knowledge, we can define risk factors that allow us to predict specific learning disabilities...
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Books on the topic "Beginning of schooling"

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Helen, May. School beginnings: A history of early years schooling : case study one : missionary infant schools for Maori children, 1830-40s. Wellington: Institute for Early Childhood Studies, Victoria University of Wellington, 2003.

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Waggoner, Michael D., and Nathan C. Walker, eds. The Oxford Handbook of Religion and American Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.001.0001.

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The Oxford Handbook of Religion and American Education brings together preeminent scholars to craft a comprehensive survey and assessment of the study of religion and education in the United States. Religion has been inextricably entwined with education in the United States since the days of colonial British America. Beginning with mothers schooling their children at home from the Bible, to the first establishment of Harvard College in 1636 with the principal mission to prepare clergy, the place of religion—and more to the point, whose religion and for what purpose—has been vigorously contested for nearly 400 years. This handbook aims to examine the current state of religion and American education from homeschooling to private religious schools to public schools to religious institutions and on through the range of public and private higher education. The book is organized into five sections: Frameworks; Lifespan Faith Development; Faith-Based K-12 education; Religion and Public Schools; and Religion and Higher Education. Within these sections forty leading scholars in the field of religion and education review these topics in thirty chapters. The contributors offer an in-depth synthesis of major issues within the field, while contributing to lively debates about the links between landmark research contributions and contemporary research agendas. Designed for an interdisciplinary audience, the Oxford handbook serves as a legacy project for leading scholars who are critically shaping the future direction of the field of religion and American education.
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Book chapters on the topic "Beginning of schooling"

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Sutherland, Jeanne. "The 1984 School Reform and the Beginning of Change." In Schooling in New Russia, 31–45. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230372733_3.

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Parsons, Carl. "The Academy – Vision, Principles, Structures and Ethos of a New Beginning." In Schooling the Estate Kids, 73–85. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-013-2_7.

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Min, He, and Yunfei Ji. "Setting the Stage: Kindergarten in China as Beginning of Schooling." In Cultural Psychology of Education, 17–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59735-1_3.

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McIntyre, Joanna, and Pat Thomson. "Poverty, Schooling, and Beginning Teachers Who Make a Difference: A Case Study from England." In Teacher Education for High Poverty Schools, 153–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22059-8_9.

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de Oliveira, André Luiz Regis, Leo Akio Yokoyama, and Mariane Campelo Koslinski. "1, 2, 3... Let’s Count: The Development of Counting at the Beginning of Compulsory Schooling." In Mathematical Reasoning of Children and Adults, 115–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69657-3_6.

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Omar, K. "New Beginnings." In Alternative Schooling and Student Engagement, 143–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54259-1_11.

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Graham, Patricia Albjerg. "Autonomy to Accountability." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0010.

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When is Schooling Complete? At the beginning of the twentieth century most Americans believed they had “completed” their schooling if they finished the eighth grade. Only 6 percent of young people then graduated from high school. Eighth-grade graduation was a major celebration, particularly in rural neighborhoods, with the newly recognized scholars feted and dressed in their best as the photograph of my father’s 1908 Ottertail County, Minnesota, eighth-grade class illustrates. In 1955 a ninth-grade student in my homeroom, when queried how far her father had gone in school, replied confidently, “all the way.” That meant high school graduation in the Deep Creek, Virginia, neighborhood. By the end of the twentieth century, however, that definition had changed radically. “Completing schooling” now means some college at a minimum, with about 66 percent of high school graduates now attending, and increasingly it has meant acquiring a post-graduate degree. These changing expectations for what is considered sufficient schooling have dramatically altered American views of higher education. Once thought the domain of the very few (less than 2 percent of the age group in 1900) and largely peripheral to the economy, colleges and universities occupied a very different position at the beginning of the twenty-first century. They now appeal to a mass population, and they constitute a crucial link in the economy through their research and development activities. Furthermore, unlike 1900 when few foreigners would ever have considered coming to the United States to study, they now attract both students and faculty from all over the world, including some of the most gifted and ambitious. The range of these institutions from the leading research universities, which remain among the best in the world, to “open enrollment” institutions (with no requirements for admission other than paying the tuition), which provide unparalleled access to higher education, is extraordinary. Today the academic overlap between some of the best high schools and some undergraduate institutions is considerable, with high school juniors and seniors flourishing in college classes.
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"The Beginning of the Story: Schools, Schooling and Research." In The Road to Improvement, 13–20. Routledge, 2014. http://dx.doi.org/10.4324/9781315078144-8.

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Graham, Patricia Albjerg. "Introduction." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0005.

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Schools in America have danced to different drummers during their long history. Sometimes the drumbeat demanded rigidity in all programs; sometimes it wanted academic learning for only a few. Sometimes it encouraged unleashing children’s creativity, not teaching them facts. Sometimes it wanted children to solve the social problems, such as racial segregation, adults could not handle. Sometimes it tacitly supported some schools as warehouses, not instructional facilities. Sometimes it sought schooling to be the equalizer in a society in which the gap between rich and poor was growing. Sometimes the principal purpose of schooling seemed to be teaching citizenship and developing habits of work appropriate for a democratic society, while at other times its purpose seemed to be preparation for employment, which needed the same habits of work but also some academic skills. Now, the drumbeat demands that all children achieve academically at a high level and the measure of that achievement is tests. The rhythm and tempo of the drumbeats have shifted relatively frequently, but the schools have not adjusted to the new musical scores with alacrity. They are typically just beginning to master the previous drummers’ music when new drummers appear. Many, though not all, of the new beats have been improvements both for the children and for the nation. All drummers have sought literacy in English for American children, though very modest literacy levels have been acceptable in the past. Drummers have always sought a few students who attained high levels of academic achievement, including children from disparate social, economic, and racial backgrounds. Beyond that consensus, however, what we have wanted from schooling has changed dramatically over time. These expectations for schools typically have been expressed through criticisms—often virulent—of current school practices, and the responses that followed inevitably were slower and less complete than the most ardent critics demanded. These are the shifting assignments given to schools. The following chapters of this book describe these shifting assignments given to schools and then to colleges during the last century: “Assimilation: 1900– 1920”; “Adjustment: 1920–1954”; “Access: 1954–1983”; and “Achievement: 1983–Present.”
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Graham, Patricia Albjerg. "Assimilation: 1900–1920." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0006.

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Alively, Towheaded, Eight-Year-Old Boy shivered with dread and excitement on a cool morning in September 1900 in Ottertail County, Minnesota, as he headed for his first day of school. His older brother, Mads, and his older sister, Esther, had already attempted this venture, and neither had liked it at all. For many, not only the first day of school but latter days as well were a harrowing experience. Subsequently his six younger brothers and sisters would make the same journey, and most of them would not like it either. His father offered one piece of advice in Danish, the only language spoken in the family, “When the teacher looks at you, stand up and say, ‘My name is Victor Lincoln Albjerg.’” That was his preparation for schooling in America. His parents’ concession to his need for Americanization was his middle name; they offered few others. Victor Lincoln Albjerg was my father. Little Victor followed his father’s advice precisely, and when the teacher turned to him, he rose and replied as his father had instructed. Derisive laughter from his fellow students and a frown from the teacher greeted him. Confused and embarrassed, he sat immediately, and understood why Mads and Esther had sought to avoid school. Obviously the teacher had asked him something other than his name, but, since she spoke English and he spoke only Danish, he had no idea what she had said. The teacher, on the other hand, recognized that her preeminent task was to teach her pupils English, and to do so she forbade them from speaking their family language to each other in the school or schoolyard. The sharp rap of the birch rod met such infractions. Despite his inauspicious beginning, Victor prospered in the school, more than his father wished. Victor’s father believed in schooling only within “thrifty limits,” by which he meant a modicum of English and arithmetic and perhaps a bit else but not enough to give students an appetite for further book learning that might take them away from their local environment. As his father feared, Victor, unlike his brothers, did not want to return to the family farm. As he expressed it, “I wanted to be somebody—a rural schoolteacher.”
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Conference papers on the topic "Beginning of schooling"

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STAN, Maria Magdalena. "Prerequisites of School Adaptation at the Beginning of the Schooling Period." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.41.

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"HE WELLBEING OF SMALL CHILDREN AT THE BEGINNING OF THE PRIMARY SCHOOLING." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a51.

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Boržíková, Iveta, and Rút Lenková. "PHYSICAL LITERACY OF CHILDREN WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER AT THE BEGINNING OF SCHOOLING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1188.

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Reports on the topic "Beginning of schooling"

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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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