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1
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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Moro, Maria. "Mathematics in the Elementary Grades: The Soviet Experience." Arithmetic Teacher 32, no. 5 (January 1985): 26. http://dx.doi.org/10.5951/at.32.5.0026.
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In the Soviet Union, a complete ten-year education is free and compulsory for everyone. All Soviet schools teach the same mathematics curriculum for all ten years. The first three years comprise the primary schooling with classes conducted by one teacher. Teaching is done by subject specialists beginning in the fourth grade.
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Koskela, Teija, Kaisa Pihlainen, Satu Piispa-Hakala, Riitta Vornanen, and Juha Hämäläinen. "Parents’ Views on Family Resiliency in Sustainable Remote Schooling during the COVID-19 Outbreak in Finland." Sustainability 12, no. 21 (October 24, 2020): 8844. http://dx.doi.org/10.3390/su12218844.
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The closure of schools because of the COVID-19 pandemic created a challenge for families and teachers in supporting children’s remote schooling. This study investigates parents’ perspectives on their accommodation to the rapid change to remote schooling from the point of view of sustainable education. The study was conducted at the beginning of the COVID-19 pandemic in spring 2020 via an online questionnaire for parents, to which 316 voluntary participants responded. Data were analyzed using a theory-driven content analysis. According to the results, parents were worried about the learning and wellbeing of their children as well as management of daily life and use of information and communications technology (ICT). The results show the importance of schools and teachers as well as networks in supporting family resilience during rapid changes. Families’ individual needs should be acknowledged and met in a sustainable way to support children’s learning in changing settings, including remote schooling.
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Greenwalt, Kyle. "Discourse, Narrative, and National Identity: The Case of France." Harvard Educational Review 79, no. 3 (September 1, 2009): 494–520. http://dx.doi.org/10.17763/haer.79.3.43261g133731p248.
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France provides an ideal context for beginning to understand how schooling affects students' understanding of their national identity. In this article, Kyle Greenwalt examines the discursive practices through which a group of French secondary students constructed their national identity. Following an appraisal of the historiographical literature of nineteenth-century French nation-building, the author proceeds with a phenomenological analysis of the discourses students used to make sense of their lived experiences with teachers and schooling. Greenwalt evaluates the continued presence and salience of traditional versions of French national identity, suggesting the need to reconsider the relationships among social solidarity, pluralism, and national identity and calling into question the contemporary relevance of structural representations of the nation-state.
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Lester, Frank K., and Leslie P. Steffe. "Establishing Mathematics Education as an Academic Field: A Constructive Odyssey." Journal for Research in Mathematics Education 44, no. 2 (March 2013): 353–70. http://dx.doi.org/10.5951/jresematheduc.44.2.0353.
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Through my work in mathematics education, I have come to the realization that constituting mathematics education as an academic field entails constructing models of mathematical minds that are constructed by students in the context of mathematics teaching beginning in early childhood and proceeding onward throughout the years of schooling. In this article, I recount events that have led me to this realization.
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Berman, David M. "The War Schools of Dobrinja: Schooling Under Siege in a Sarajevo Community." Carl Beck Papers in Russian and East European Studies, no. 1705 (January 1, 2005): 67. http://dx.doi.org/10.5195/cbp.2005.126.
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“Dobrinja was a special place,” said Behija Jakić (1998) a high school sociology and philosophy teacher, who was trapped in her Dobrinja residence during the spring of 1992 at the beginning of the siege of Sarajevo. An apartment complex approximately two kilometers square lying in the shadow of Mount Igman, set alongside the airport in Butmir, Dobrinja was separated from Sarajevo proper by Mojmilo Hill. A single road below Mojmilo that ran by Nedžarići settlement, controlled by the enemy, connected it to the city.
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Cotto, Jr., Robert, and Sarah Woulfin. "Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic." Journal of Family Diversity in Education 4, no. 1 (September 3, 2021): 42–63. http://dx.doi.org/10.53956/jfde.2021.159.
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In response to the COVID-19 global pandemic, most schools across the country closed in-person instruction for a period of time and many shifted to online schooling. Beginning in fall 2020, schools around the United States began reopening and many districts offered families a decision or “choice” to return their children to an in-person or online schooling experience. In many cities, this approach complicated existing school choice and permanent closure policies with already existing equity issues. Building upon previous scholarship on school choice and closure, this study draws on the concept of school choice with(out) equity (Frankenberg et al., 2010; Scott & Stuart Wells, 2013; Horsford et al., 2019). Using data from an online survey (n = 155 participants) in August 2020, this study examines why families (50% white, 50% people of color) decided to return their children to in-person schooling in Hartford, Connecticut. This study uses a mixed-method analysis of qualitative responses and quantitative data to understand family decisions to return to in-person schooling (Creswell, 2014). Rather than school choices with full equity considerations during the pandemic, these family responses focused on needs of childcare for full-time work and health safety. These responses suggest a partial equity in the landscape of available choices. The study raises questions about reapplying old forms of school choice to a new form of temporary school closure during pandemic.
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Riddle, Margaret, and Bette Rodzwell. "Fractions: What Happens between Kindergarten and the Army?" Teaching Children Mathematics 7, no. 4 (December 2000): 202–6. http://dx.doi.org/10.5951/tcm.7.4.0202.
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Why is it that many adults, even after years of schooling, still do not understand some mathematics topics, such as fractions? Those who enter continuing education programs, for instance in the armed services, often specify fractions as an area of mathematics that has always confused them. Kindergarten teachers, however, observe young children in everyday situations demonstrating a beginning understanding of fraction concepts. What happens between kindergarten and the army?
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Haratyk, Anna. "Polish Schooling in Ukraine at the Turn of the 20th and the 21stCentury." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 74–83. http://dx.doi.org/10.5817/cphpj-2020-007.
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Poles who have resided in the lands of the nowadays Ukraine for centuries have always made efforts to organise Polish schooling. Unfortunately, times were not always favourable to their work, and the circumstances, especially the political situation, have made the education of Polish children impossible to a significant degree. How far the hostile actions of politicians could go has been proven at the beginning of the 20th century, when, ,since the 1920s, Poles were virtually deprived of national schooling. It was only after the formation of independent Ukraine in 1991 that the Polish society could commence their efforts to organise comprehensive education in the Polish language. Attempts were made to develop education in various organisational forms and on various levels, establishing Polish-language public schools, as well as Polish-language classes, extracurricular lessons in Polish, Polish language courses, Polish language courses, e.g. organized through Catholic and Polish associations. These actions have been accompanied by numerous problems of economic, political, and legal nature, as well as the shortage of teaching staff. This paper presents the process of the reactivation of Polish schooling at the turn of the 20th and the 21st century within the borders of the independent Ukrainian state.
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Pinheiro, Raquel Cristina, Claudia Maria Simões Martinez, and Anne Marie Germaine Victorine Fontaine. "Visual motor integration and overall development of preterm and at term children at the beginning of schooling." Journal of Human Growth and Development 24, no. 2 (June 1, 2014): 181. http://dx.doi.org/10.7322/jhgd.81037.
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Objetivo: Investigar a influência da prematuridade e do baixo peso ao nascimento em indicadores de desenvolvimento, como a coordenação viso motora, viso perceptiva e motora fina de crianças no início da escolarização, bem como suas relações com índices de atraso de desenvolvimento global. Método: Estudo comparativo tipo caso-controle. Participaram deste estudo 18 crianças com histórico de nascimento pré-termo (Grupo de Estudo), pareadas com 18 crianças sem o referido histórico (Grupo Comparado). Estas foram avaliadas por meio do Teste de Triagem de Desenvolvimento de Denver II e pelo Teste de Integração Viso Motora-VMI. Resultados: Testes estatísticos revelaram diferença significativa entre o Grupo de Estudo e Grupo Comparado para as variáveis Viso Motor (p=0,000) e Motor Fino (p = 0,007), porém diferença significativa entre o desempenho dos grupos Baixo Peso e Peso Adequado foi observado nas variáveis Viso Motor (p=0,000), Viso Perceptivo (p=0,016) e Motor Fino (p=0,036), demonstrando que o peso é um fator mais influente que a prematuridade para o desempenho viso perceptivo. Observou-se diferença significativa em todas as partes do instrumento VMI (p = 0,001; p = 0,000; p = 0,000) quando comparado os grupo Denver Suspeito e Denver Normal e observa-se que o pior desempenho em testes de triagem do desenvolvimento pode ser um fator preditivo para o pior desempenho nos testes de integração viso motora. Conclusões: Crianças prematuras obtiveram pior desempenho nos instrumentos de avaliação confirmando que a prematuridade representa risco ao desenvolvimento. Habilidades mais complexas exigidas na fase escolar para a leitura e escrita, podem ser influenciadas pelas dificuldades viso motoras, viso perceptivas e motoras finas.
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Ventero, Ana, Irene Marcos, and Magdalena Iglesias. "Acoustic evidences of the beginning of anchovy (Engraulis encrasicolus) schooling in the Northern Alboran Sea (Mediterranean Sea)." Fisheries Research 239 (July 2021): 105950. http://dx.doi.org/10.1016/j.fishres.2021.105950.
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d’Agnese, Vasco. "Newness and human disclosure in Dewey and Arendt: Challenging neoliberal educational agenda." Policy Futures in Education 18, no. 1 (April 10, 2018): 179–92. http://dx.doi.org/10.1177/1478210318760464.
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Over the past decades, a neoliberal shift in educational policies has affected educational purposes and schooling practices worldwide and has reframed all of the features of education. From curriculum to teaching methods, from families and students’ perceptions regarding what is worthwhile and what is not to teachers’ professionalism, all aspects of education have been, de facto, deeply transformed by the neoliberal agenda for education. This paper draws on Dewey and Arendt to explore the interplay between the Deweyan call for “a new birth in the world” and the Arendtian questions of “new beginning” and “natality.” It is my contention that such an interplay may furnish a cue for a different conception of education and schooling. In this conception, under the regulation of teachers, the space of not-yet—that is, the space of pure potentiality for growth—may emerge in classroom activities, and new forms of meanings may arise.
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Van Nederveen Meerkerk, Elise. "Grammar of Difference. General Education in the Netherlands and Java, 1800-1940." Historical Life Course Studies 10 (March 31, 2021): 119–23. http://dx.doi.org/10.51964/hlcs9579.
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This contribution compares developments in school enrolment and public investments in primary education in the Netherlands and its most important colony in the 19th century: the Netherlands East Indies, more specifically the island of Java. Despite being part of the same Empire, conditions in both regions were very different, with the metropole having already quite high enrolment rates from the beginning of the period studied (the early 19th century) compared to very low school attendance in the colony. For long, the colonial government left indigenous education in Java to religious and private initiatives, whereas primary schooling in the Netherlands was increasingly financed and regulated. Rising interest for public schooling in the colony, including some government investment in the first decades of the 20th century did lead to some changes, but these were insufficient to prevent Dutch and Javanese children from experiencing a fundamentally different educational upbringing.
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Caruso, Marcelo. "Order through the Gaze: A Comparative Perspective of the Construction of Visibility in Monitorial Schooling (German States – Spain, Approx. 1815-1848)." Encounters in Theory and History of Education 9 (October 24, 2008): 147–72. http://dx.doi.org/10.24908/eoe-ese-rse.v9i0.649.
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Visibility of bodies and actions in the classroom is a major feature of modern schooling as a disciplinary institution. The mere fact that children attended elementary schools in early modern times did not mean that effective work took place. Old techniques of schooling were challenged by new proposals at the beginning of the 19th century. Among them, monitorial schooling represented a crucial movement towards an increased standardisation of educational practices and institutions. This British model of schooling was based on a strict routine in the classroom, carried out by numerous children in the role of helpers, also called monitors. In this system of teaching, a hierarchical structure of monitors guaranteed continuous activity of a well-ordered mass of pupils. The worldwide spread of monitorial schooling was a first attempt to extend a disciplined daily life into the classrooms before group teaching techniques took the forefront. Evidently, the challenge of teaching 200-300 pupils in a room made demands on control and surveillance, in order to interrupt possible alliances between children. This contribution describes different versions of the control of big groups of children through visibility in German and Spanish schools. In both contexts, educationalists and schoolteachers reformed many aspects of the “British” system, which foresaw “pyramidal” structure of gazes. In the German states, a general concern about the position of the teacher arose. Germans criticised the teaching role of monitors and reinforced the role of the adult’s gaze in ordering the classroom. In the Spanish case, educationists started copying the English original, but they reinforced later the stability of authority by giving a more substantive role to the "intermediate" gazes of the general monitors. Both developments are traced back to prevailing notions of teaching in each context. The different paths of reception and interpretation of this highly codified system of teaching display the existence of different “cultures of discipline”.
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Teleková, Radka, and Tatiana Marcineková. "THE EMOTIONAL-MOTIVATIONAL COMPONENT OF SCHOOL READINESS OF BEGINNING PUPILS." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 218–24. http://dx.doi.org/10.12955/pss.v1.76.
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A child's wish to become a pupil is one of the important identifiers of his / her school readiness. Its assessment at the beginning of schooling provides a picture of the child's initial ability at the beginning of the first year of study in primary school. The focus of this article is the motivational component of school readiness, which has an impact on the individual form of adaptation of beginning pupils. The subject of the research was to find out the presence of individual motives in the structure of the emotional-motivational component of school readiness of children at the beginning of school attendance. The defined component consists of social, cognitive and moral motives, which are interconnected. We were used a questionnaire with ten items in the research activity. The respondents were pupils of the first year of study in selected elementary schools. The results showed that the social, cognitive and moral motive were presented within the emotional-motivational component of school readiness. Overall, there were positive answers to the three motives, which showed a high level of motivation in the research sample. The level of the emotional-motivational component of becoming a pupil is one of the elements ensuring the successful adaptation of the pupil at the beginning of school life. Strengthening the incentive to become a pupil, deepening the desire to learn new things and shaping social skills for existence in the classroom are seen as a tool for developing the motivational sphere of school readiness.
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BREDBERG, ELIZABETH. "Walter Geikie: the life, schooling and work of a deaf artist at the beginning of the nineteenth century." Disability & Society 10, no. 1 (March 1995): 21–38. http://dx.doi.org/10.1080/09687599550023705.
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Kameniar, Barbara, Sally Windsor, and Sue Sifa. "Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 113–20. http://dx.doi.org/10.1017/jie.2014.27.
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Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lead to an inability to question ideas and practices that, while everyday and seemingly innocuous, are frequently dangerous and destructive for those at the margins. In this article, we illustrate the normative power of hegemonic ideas by using aspects of the teen fiction The Hunger Games as an analogy for ‘thoughtless’ and unquestioning acceptance of authority. We then describe and discuss a pedagogic practice used within the Master of Teaching program at the Melbourne Graduate School of Education. The practice is designed to challenge normative understandings about Australian history, teaching Indigenous Australian students, and to encourage engagement with the German-American Jewish philosopher and political theorist Hannah Arendt's provocative question ‘What are we doing?’ (Arendt, 1998, p. 5). We conclude the article with a challenge to re-think current policies and practices in the education of Indigenous Australians.
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Freebody, Peter, and Carolyn Baker. "Children's First Schoolbooks: Introductions to the Culture of Literacy." Harvard Educational Review 55, no. 4 (December 1, 1985): 381–99. http://dx.doi.org/10.17763/haer.55.4.q7888022w0714036.
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One of the functions of education is to teach societal norms to those who are being educated. Textbooks used in schools may be important agents of socialization. In this article Peter Freebody and Carolyn Baker explore ways in which beginning reading books present cultural perspectives to young children. The children's textbooks, which are produced and selected by adults, present to children particular views of the world. The authors explore certain modes of thought, experience, and interaction prevalent in the child's preschool life in contrast to other types of experiences characteristic of the culture of formal and literate schooling.
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Duncan, Greg J., Ariel Kalil, and Kathleen M. Ziol-Guest. "Parental Income and Children’s Life Course: Lessons from the Panel Study of Income Dynamics." ANNALS of the American Academy of Political and Social Science 680, no. 1 (November 2018): 82–96. http://dx.doi.org/10.1177/0002716218801534.
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This article reviews how the Panel Study of Income Dynamics (PSID) has contributed to our understanding of the links between childhood economic conditions—in particular, the household incomes with very young children—and the economic attainment and health of those children when they reach adulthood. From its beginning, the PSID has provided data useful for addressing intergenerational questions. In the mid-1990s, PSID data supported a series of studies that link early childhood income to early adult attainments, particularly to completed schooling. At the same time, discoveries in neurobiology and epidemiology were beginning to provide details on the processes producing the observed correlations. These discoveries led to a more recent set of PSID-based studies that focus not only on labor market and behavioral outcomes, but also on links between income in the earliest stages of life (including the prenatal period) and adult health. Links between economic disadvantage in childhood and adult health, and the developmental neuroscience underlying those links, are promising areas for future research.
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Aunio, Pirjo, Riikka Mononen, Lara Ragpot, and Minna Törmänen. "Early numeracy performance of South African school beginners." South African Journal of Childhood Education 6, no. 1 (December 15, 2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.496.
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Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.
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COLÉ, PASCALE, ANNIE MAGNAN, and JONATHAN GRAINGER. "Syllable-sized units in visual word recognition: Evidence from skilled and beginning readers of French." Applied Psycholinguistics 20, no. 4 (December 1999): 507–32. http://dx.doi.org/10.1017/s0142716499004038.
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The experiments presented here used a visual version of the syllable monitoring technique (Mehler, Dommergues, Frauenfelder, & Segui, 1981) to investigate the role of syllabic units in beginning and adult readers. Participants responded whenever a visually presented target syllable (e.g., BA) appeared at the beginning of a subsequently presented printed word (e.g., BALANCE). The target was either a consonant–vowel (CV) or consonant–vowel–consonant (CVC) structure and either did or did not correspond to the initial syllable of the target-bearing word. Skilled adult readers showed significant effects of syllable compatibility (faster detection times when the targets corresponded to the initial syllable of target-bearing words than when they did not), but this occurred only when the carrier words had low printed frequencies. First grade readers did not show a syllable compatibility effect when tested in February of the first year of schooling; only target length influenced detection times. When tested four months later (June), however, the children with the highest scores on a reading ability test did show a syllable compatibility effect. These results suggest that reading instruction rapidly allows syllable-sized units to be accessed from print, and that this type of coding continues to influence how adult readers process low frequency words.
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Burlingham, Kate. "“Into the Thick of the Fray”." Social Sciences and Missions 28, no. 3-4 (2015): 261–87. http://dx.doi.org/10.1163/18748945-02803014.
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This article considers American foreign relations with Angola by exploring the application of so-called adaptive education. Beginning in 1919, black American missionaries at the Congregational Galangue mission station instituted systems of schooling originally developed among freedmen and women in the American South after the Civil War. These pedagogies were specifically designed to educate black Americans without upsetting dominant white structures. When transferred to Angola, these same teachings helped to empower Angolans economically and, ultimately, politically. And yet, they carried with them the unresolved legacy of American slavery. The success of Southern-inspired mission schools among Angolans opens up new questions about the legacies of slavery in US foreign relations with Angola and Africa.
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Karki, Utkarsh, and Lakshmi Sravanti. "Excess Screen Time - Impact on Childhood Development and Management: A Review." Med Phoenix 6, no. 1 (July 19, 2021): 40–45. http://dx.doi.org/10.3126/medphoenix.v6i1.36908.
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In recent years children are immersed in both traditional and new forms of digital media around the globe. Screen time is now embedded in the daily lives of young children beginning from infancy. Pre-schoolers exposed to screen and interactive media may benefit in many ways but excessive and inappropriate screen exposure could potentially lead to several health and developmental risks. Environmental factors such as parents, siblings, peers have a profound influence on a child’s development. Despite challenges of screen media parenting practices and those posed by lockdown (work from home, online schooling) during this pandemic, parents hold the key to navigate these challenges by serving as role models to ensure positive developmental outcomes in their children.
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ČOVIĆ, PAULINA. "FOREIGN STUDENTS AT THE UNIVERSITY OF BELGRADE AND THEIR INTEREST IN THE HISTORY OF SOUTH SLAVS (1923–1941)." ISTRAŽIVANJA, Јournal of Historical Researches, no. 30 (December 25, 2019): 197–216. http://dx.doi.org/10.19090/i.2019.30.197-216.
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The paper examines the schooling of foreign students, holders of the scholarships awarded by the Ministry of Education of the Kingdom of Serbs, Croats and Slovenes/Yugoslavia, at the University of Belgrade between the two World Wars. The first competitions were opened mid 1920s, with those countries which aided the schooling of Yugoslav students at their respective universities being eligible to apply. During the 1930s student exchange continued, in an apparently more extensive and organized manner, only to be extended at the end of the period under review to include countries with which the Kingdom of Yugoslavia, in accordance with the change of foreign policy orientation, established close political and economic relations. Thus, in the beginning, students from France, Great Britain, Czechoslovakia and Poland came to study in Belgrade, whereas, during the years before World War II, students also came from Turkey, Germany and Italy. Scholarship holders most often worked on developing their knowledge of Serbo-Croatian-Slovenian, studied literature and Yugoslav culture in general. Many of them chose to study history, whether as part of their undergraduate or specialist studies. They are the particular focus of this study. The paper is based on unpublished archival sources, periodicals and relevant historiographic literature.
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Michalska, Iwonna. "On the Education of Girls at the Beginning of the 20th Century as Described in the Journal “Świat Kobiecy”." Nauki o Wychowaniu. Studia Interdyscyplinarne 11, no. 2 (November 6, 2020): 34–48. http://dx.doi.org/10.18778/2450-4491.11.04.
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This paper presents the issue of the education of girls as described in the weekly titled “Świat Kobiecy” (Women’s World), published in 1905–1906 by Zjednoczone Koło Ziemianek (the United Landladies’ Association). Analysis of 104 issues of that journal showed that it believed in the great importance of not only learning how to read and write, but also of the further education of women. It showed solutions adopted in that area in European countries and, on the other hand, proposed various ways to gain an education in Poland, describing specific types of schools and their locations. For the daughters of landowners, it recommended mainly occupational schools. It also provided detailed advice concerning the organization of home schooling to mothers of young girls who could not be educated in institutions for various reasons. For talented girls interested in their own intellectual development and having the necessary funds, it proposed secondary and university education. The approach of the editors of “Świat Kobiecy” fits the tendency of discussions concerning the education of women held at the beginning of the 20th century.
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Miguel, Jr., Guadalupe San, and Richard Valencia. "From the Treaty of Guadalupe Hidalgo to Hopwood: The Educational Plight and Struggle of Mexican Americans in the Southwest." Harvard Educational Review 68, no. 3 (September 1, 1998): 353–413. http://dx.doi.org/10.17763/haer.68.3.k01tu242340242u1.
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The Treaty of Guadalupe Hidalgo, which brought an end to the Mexican American War of 1846–1848, marked its sesquicentennial on February 2, 1998. The signing of the Treaty and the U.S. annexation, by conquest, of the current Southwest signaled the beginning of decades of persistent, pervasive prejudice and discrimination against people of Mexican origin who reside in the United States. In this article, Guadalupe San Miguel and Richard Valencia provide a sweep through 150 years of Mexican American schooling in the Southwest. They focus on the educational "plight" (e.g., forced school segregation, curricular tracking), as well as the "struggle" (e.g., litigation) mounted by the Mexican American people in their quest for educational equality. The authors cover four major historical eras: 1) the origins of schooling for Mexican children in the "American" Southwest, 1848–1890s; 2) the expansion of Mexican American education, 1890–1930; 3) the changing character of public education, 1930–1960; and 4) the contemporary period. In their discussion they identify a number of major themes that characterize the education of Mexican Americans in the Southwest from the time of the Treaty up to the Hopwood decision in Texas—the landmark case that gutted affirmative action in higher education. These include the exclusion and removal of the Mexican-origin community and its cultural heritage from the schools; the formation of the template (segregated, inferior schooling) for Mexican American education; the quest for educational equality; the continuing academic gap between Mexican American and Anglo or White students; and the impact of nativism on educational opportunity, as reflected most recently in the regressive and oppressive voter-initiated propositions in California and in the legal decisions in Texas. As such, Mexican Americans face an educational crisis of an unprecedented magnitude in the history of racial/ethnic minority education.
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Kikas, Eve, Gintautas Silinskas, and Piret Soodla. "The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support." International Journal of Behavioral Development 39, no. 5 (July 7, 2015): 402–12. http://dx.doi.org/10.1177/0165025415573641.
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This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the level of individual literacy support they provided. The results showed that children’s poor skills in reading at the beginning of Grade 1 were related to both teacher perceptions of children’s skills as being poor and to increased support at the end of Grade 1. In turn, teacher perceptions of children’s skills as being poor at the end of Grade 1 were related to more support at the end of Grade 2. Moreover, children’s reading skills at the beginning of school had an indirect effect via teacher perceptions at the end of Grade 1 on teacher support in Grade 2. The findings underscore the importance of examining the role of teacher perceptions in providing individualized support during literacy activities.
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Luitel, Laxman. "Moments of Critical Self-Reflection of a Transformative Mathematics Teacher." Journal of Transformative Praxis 1, no. 1 (October 3, 2020): 50–60. http://dx.doi.org/10.3126/jrtp.v1i1.31760.
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I have been travelling through a transformative research journey since the beginning of my MPhil study. It allows me to understand my past and present strengths and limitations in learning and teaching of mathematics, thereby envisaging alternative practices for futurist education. As my research involved critical self-reflection on my professional praxis, I used a multi-paradigmatic (interpretivism, criticalism, postmodernism) research approach and autoethnography as a research methodology. Thus, the main purpose of the paper is to portray the moments of critical self-reflection on my experiences of doing mathematical activities during my childhood and learning mathematics during my early days of schooling, aiming at improving my practices as a teacher, a practitioner-researcher and an educator. I used Habermasian knowledge constitutive interests (i.e., technical, practical, and emancipatory) and Schubert’s curriculum images (i.e., content or subject matter, experiences, cultural reproduction, etc.) to interrogate my experiences of doing and learning mathematics. As a mathematics teacher and practitioner-researcher, reflections on my childhood experiences as well as early days of schooling ultimately opened up somewhat closed box of my personal and professional practices. This paper in/directly indicates the enhancement of the students’ engagement in mathematics through context-based activities. Moreover, the selection of the contents should be based on learners’ experiences which might be experienced through mathematically rich activities such as games, daily household works, etc.
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Chansa-Kabali, Tamara. "Home literacy activities: Accounting for differences in early grade literacy outcomes in low-income families in Zambia." South African Journal of Childhood Education 7, no. 1 (November 16, 2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.523.
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Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from low-income families in Lusaka, Zambia, participated in the study. A self-reported home literacy questionnaire was used to collect home literacy data − parental education, home possessions, reading materials, language awareness, print experience, writing activities, reading activities and teaching letters. Children’s early literacy skills were assessed using four measures: orthography awareness, spelling, vocabulary and math tests. These tests were measured at two points: at the beginning and at the end of the first grade. Results showed that teaching letters was most predictive of literacy outcomes both at the beginning and end of the first year. The study concludes that formal teaching of letters at home is the parents’ greatest strength for supporting literacy in low-income families. Thus, energies for parental involvement should be directed in ways that are culturally practised and manageable by parents for better literacy outcomes.
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Domenech, Madeleine, and Antje Krah. "What familial aspects matter? Investigating argumentative competences of learners at the beginning of secondary schooling in the light of family-based resources." Learning, Culture and Social Interaction 3, no. 2 (June 2014): 77–87. http://dx.doi.org/10.1016/j.lcsi.2013.12.006.
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Gentrup, Sarah, and Camilla Rjosk. "Pygmalion and the gender gap: do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling?" Educational Research and Evaluation 24, no. 3-5 (April 3, 2018): 295–323. http://dx.doi.org/10.1080/13803611.2018.1550840.
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Arsic, Jasmina, Dusanka Krajnovic, Srboljub Arsic, Andrijana Milosevic-Georgiev, and Valentina Marinkovic. "Contribution of pharmacists to the Development of Healthcare culture in Vranje by the end of the 19th century and in the first half of the 20th century." Srpski arhiv za celokupno lekarstvo 142, no. 11-12 (2014): 768–76. http://dx.doi.org/10.2298/sarh1412768a.
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Introduction. Healthcare enlightenment and healthcare culture in Vranje and its region were under Turkish influence until the liberation in 1878, when the organization of education, schooling and healthcare were initiated in the Vranje region Objective. The aims of this study were to shed light on the beginning of the development of pharmaceutical personnel, and their contribution to healthcare culture development in Vranje and its region, with a focus on healthcare legislation and its impact on pharmaceutical service availability, and the analysis of pharmaceutical personnel development within the healthcare services. Methods. We used the methods of documentation analysis and the desk analysis of the secondary information. Results. At the beginning of the 19th century healthcare services in Vranje were still inexistent. After the liberation from the Turks, Naum?s medical office with pharmacy was opened in Vranje. Although it did not comply with regulations, it presented the only formal source of supply of medications and sanitary material, and as such it gave its contribution to healhcare service at that time in Vranje. Mr ph. Stevan Varjacic, 1st class pharmacy assistant, worked at a temporary hospital from 1880 until January 1881, suppling with medications soldiers and residents of Vranje. The development of pharmaceutical schooling began in 1883, when a pharmacy was opened by the pharmacist Velimir Karic according to the Law on Healthcare Organization and People?s Healthcare Maintenance. By the end of the 1930s there were ten civilian healthcare institutions in Vranje, even three of which were pharmacies. By the end of 1948, they were nationalized, and were renamed the City National Pharmacy of Vranje. Conclusion. By the end of the 10th century, passing of the legislation on the regulations of pharmaceutical industry within healthcare services had an impact on Vranje that resulted in opening pharmacies with educated pharmaceutical personnel. Pharmacy owners changed, and the quality and continuity of medical supplies was always secured.
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Garðarsdóttir, Ólöf, and Loftur Guttormsson. "Changes in Schooling Arrangements and in the Demographic and Social Profile of Teachers in Iceland, 1930–1960." Nordic Journal of Educational History 1, no. 1 (May 5, 2014): 7–20. http://dx.doi.org/10.36368/njedh.v1i1.31.
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This article examines the demographic and social profile of primary school teachers in Iceland over half a century, beginning with the introduction of mandatory elementary school attendance in 1908, with particular focus on changes between 1930 and 1960. During this period, Iceland developed from a rural to a predominantly urban society where most children attended classes in permanent school buildings, in contrast to the ambulatory schools most common at the outset. It is our hypothesis that these rapid social changes affected the composition of the teaching corpus in many ways, particularly as regards gender and class origin. Analysis shows that in the first half of the period, female teachers were more numerous in the capital of Reykjavík, and their social and educational status was higher than teachers outside the capital. Furthermore, female teachers in Reykjavík were less likely to marry and had longer teaching careers than their male colleagues. On the whole, the share of female teachers increased considerably between 1930 and 1960, by which time it had become easier for women to combine teaching with marriage.
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Davey, Dolores, and Andrew Pithouse. "Schooling and Looked after Children: Exploring Contexts and Outcomes in Standard Attainment Tests (SATS)." Adoption & Fostering 32, no. 3 (October 2008): 60–72. http://dx.doi.org/10.1177/030857590803200308.
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Dolores Davey and Andrew Pithouse outline the findings from a longitudinal case study which ran from 2002 to 2006 and explored the educational achievement of all the young people looked after (in foster and residential care) in one local authority in South Wales. Among this group were 14 young people at a point one year before taking their Standard Attainment Tests (SATS), which are applied universally in UK schools. They were then followed up to the age at which they could complete any General Certificate of Secondary Education (GCSE) exams. Hence, the young people's school history was tracked from the beginning of school Year 9 (sample age 13 years), at the end of which they took their SATS, through to the end of school Year 11 (sample age 15 years), at which point GCSEs are normally taken. This article focuses mainly on the outcome of the SATS and the looked after arrangements of the 14 young people in the year leading to these important tests. The authors' concluding comments refer briefly to their Year 11 outcomes in order to indicate continuities and changes in attainment. The SATs results are presented in a context of school attendance, the type and stability of care placements and education moves. Associations between schooling and separation are explored using an analysis of trajectories and outcomes that reveal how and why some young people clearly achieve while others do not. In doing so, the article seeks to add to studies and policy pronouncements in this field that too often represent looked after children by their collective statistical failure rather than by notable differences in educational outcomes and related circumstances.
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Rigo, Lilian, Jaqueline Dalazen, and Raíssa Rigo Garbin. "Impact of dental orientation given to mothers during pregnancy on oral health of their children." Einstein (São Paulo) 14, no. 2 (June 2016): 219–25. http://dx.doi.org/10.1590/s1679-45082016ao3616.
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ABSTRACT Objective To analyze the perception of mothers about oral health of their children, as well as to check the influence of demographic variables, perception and preventive practice in oral health of mothers regarding guidance received during pregnancy. Methods Quantitative and cross-sectional field study, with a non-probability sample formed by all mothers who attended the primary healthcare unit of Ijuí (RS), Brazil, from January to July 2014, comprising a sample of 79 women. Self-applied questionnaires were given to these mothers. Data analysis was carried out using descriptive and inferential statistics, the χ2 test at a significance level of 5%. Results The mothers who received dental orientation during pregnancy had greater perception of oral health of their children. The mean age of mothers was 26 years, most of them attended high school education (32.9%) and worked outside the home (60.8%). There was a statistically significant relation between the outcome variable, dental orientation during pregnancy, and the independent variables: schooling level of mothers, occupation, baby’s first visit to the dentist, duration of breastfeeding, beginning of baby’s tooth brushing and knowledge about dental decay (p<0.005). Conclusion Mothers with higher schooling levels and who worked outside the home had more knowledge about oral care, because they received dental orientation during pregnancy. The dental guidance during pregnancy influences the mother in the procedures adopted with their children, as to early oral hygiene, first dentist appointment, duration of breastfeeding, knowledge about the factors that lead to dental decay.
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MAYNES, MARY JO. "Introduction: Young women in Europe in the era of ‘first-wave’ feminisms: analyses of generation and gender." Continuity and Change 19, no. 3 (December 2004): 343–45. http://dx.doi.org/10.1017/s0268416004005260.
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During the course of the nineteenth century, the parameters defining ‘youth’, marking its beginning and its end, were becoming more precise and more institutionally defined for both girls and boys in Europe. More than any other phenomenon or institution, elementary schooling (and leaving school) contributed to a certain ‘normalization’ of the life cycle for young people. By the end of the nineteenth century, most girls as well as boys attended school at least intermittently until at least age 12 or 13; at school-leaving a new phase of life began. Throughout much of Europe a select minority of middle-class and upper-class young women joined their brothers at universities, as higher education became first a possibility and then a routine for them in the last decades of the nineteenth and the first decades of the twentieth century.
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BAR-ON, AMALIA, and DORIT RAVID. "Morphological analysis in learning to read pseudowords in Hebrew." Applied Psycholinguistics 32, no. 3 (June 20, 2011): 553–81. http://dx.doi.org/10.1017/s014271641100021x.
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ABSTRACTThis paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing the reading of morphologically based nonpointed pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of 2nd, 3rd, 4th, 7th, and 11th grade) and a group of adults participated in the study. Participants were administered two tasks of reading aloud nonpointed pseudowords with morphological composition: words in isolation and words in sentential context. Results pinpoint the developmental milestones on the way to efficient nonpointed word recognition in Hebrew: learning to use morphological pattern cues to fill in missing phonological information, where second grade is an important “watershed” period; and overcoming homography by learning to detect morphosyntactic cues, an ability that develops more gradually and over a longer period than pattern recognition.
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Machado, Thais Helena, Helenice Charchat Fichman, Etelvina Lucas Santos, Viviane Amaral Carvalho, Patrícia Paes Fialho, Anne Marise Koenig, Conceição Santos Fernandes, Roberto Alves Lourenço, Emylucy Martins de Paiva Paradela, and Paulo Caramelli. "Normative data for healthy elderly on the phonemic verbal fluency task - FAS." Dementia & Neuropsychologia 3, no. 1 (March 2009): 55–60. http://dx.doi.org/10.1590/s1980-57642009dn30100011.
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Abstract Phonemic verbal fluency tests assess the production of words beginning with specific letters. Of these letters, the most frequently used are F, A and S. It is a sensitive test for assessing frontal lobe functions. Objective: To provide normative data for the elderly Brazilian population on the FAS test and to investigate the effects of age and schooling on test performance. Methods: The individuals were divided into three age groups (60-69, 70-79 and ³80 years), and into four groups according to education (1-3, 4-7, 8-11 and ³12 years). All subjects were assessed by the Mini Mental State Examination and the FAS. Data were analyzed with Student's t test, ANOVA, simple linear regression and Spearman's correlation. Results: We evaluated 345 cognitively healthy volunteers, 66.66% being female, aged 60 to 93 years, with an educational level ranging from one to 24 years. The average (number of items) ±SD for the whole sample was 28.28±11.53. No significant effect of gender was observed (p=0.5). Performance on the MMSE and education exerted a direct influence on FAS scores (p<0.001), with education being the most significant factor. A positive correlation was found between FAS and the MMSE (r=0.404; p<0.001). Conclusion: The performance of Brazilian elderly on the phonemic verbal fluency tests-FAS is significantly influenced by education, where individuals with higher educational level present better performance than those with fewer years of schooling. Age and gender did not prove significant with the FAS.
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Ryan, Patrick J. "A Case Study in the Cultural Origins of a Superpower: Liberal Individualism, American Nationalism, and the Rise of High School Life, A Study of Cleveland's Central and East Technical High Schools, 1890–1918." History of Education Quarterly 45, no. 1 (2005): 66–95. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00027.x.
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At the beginning of the twentieth century about one in twenty American teenagers graduated from high school; by mid century over half of them did so; and today six of seven do. Along with this expansion in graduation, the experiences of high schooling became more significant. Though diversity existed at the school level, by the interwar period most high schools offered courses in “higher” academic subjects (literature, mathematics, and ancient and foreign languages), while they gave large numbers of students a chance to practice music, drama, and other fine arts. Business leaders and educators developed programs in technical-skill training. Courses in household economics, personal hygiene, and sex and reproduction appeared as well. A few schools operated with two shifts: day and night Many maximized their capacity by rotating students between newly constructed gymnasiums, stadiums, fields, swimming pools, showers, cafeterias, laundries, machine shops, laboratories, performance halls, and libraries. Some provided up-to-date diagnostic and preventative medical and psychological services. Others developed vocational guidance. Nearly all established relationships with juvenile justice and youth custody agencies. More than any other institution, the increasingly comprehensive high schools of the twentieth-century redefined the social lives of American youths through teams, clubs, bands, and groups engaged in a long list of contests, games, performances, and other events. Early in the century extracurricular activities began to rival formal class work as the primary focus of secondary schooling. Today there is a joke told from Ohio to Texas, funny for its sad truth. Q: How do you pass a school levy? A: Put football on the chopping-block.
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Watters, Diane M. "‘Our Catholic school’: themes and patterns in early Catholic school buildings and architecture before 1872." Innes Review 71, no. 1 (May 2020): 1–66. http://dx.doi.org/10.3366/inr.2020.0244.
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The transformation in Catholic schooling after the Education (Scotland) Act, 1918, is widely recognised. But research on the building of Catholic schools, beginning with the early decades of the nineteenth century, has not yet been done to a level that can support the claim that the ‘greatest impact’ on building was the transfer of voluntary Catholic primaries to the education authorities. By contrast with the history of Catholic education, there has been no thematic study of Scotland's historic school architecture. The aim here is to address that gap, and provide a foundation for further study, by tracing the early development of Catholic school buildings down to the Education (Scotland) Act, 1872. Educational historians have maintained the narrative that, before 1872, many school buildings were ‘little more than hovels’, and the date of 1918 has been identified as the watershed for improvement. That view is challenged.
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Black, Sharon. "The potential benefits of subtitles for enhancing language acquisition and literacy in children." Translation, Cognition & Behavior 4, no. 1 (June 9, 2021): 74–97. http://dx.doi.org/10.1075/tcb.00051.bla.
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Abstract While a considerable body of experimental work has been conducted since the beginning of the 1980s to study whether subtitles enhance the acquisition of other languages in adults, research of this type investigating subtitles as a tool for enhancing children’s language learning and literacy has received less attention. This study provides an integrative review of existing studies in this area and finds extensive evidence that subtitled AV content can indeed aid the acquisition of other languages in children and adolescents, and that it can moreover enhance the literacy skills of children learning to read in their L1 or the official language of the country in which they live and receive schooling. Recommendations for future research are also made, and it is highlighted that further research using eye tracking to measure children’s gaze behaviour could shed new light on their attention to and processing of subtitled AV content.