Relevant bibliographies by topics / Early years of school

Contents

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

Academic literature on the topic 'Early years of school'

Author: Grafiati
Published: 10 December 2024

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Journal articles on the topic "Early years of school"

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Waldfogel, Jane, and Elizabeth Washbrook. "Early Years Policy." Child Development Research 2011 (April 26, 2011): 1–12. http://dx.doi.org/10.1155/2011/343016.

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We analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the USA and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling these gaps, drawing on the best available evidence to identify promising programs.
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Whiteford, Rhona. "Early Years Nursery School, Withington." Practical Pre-School 2011, no. 127 (August 2011): 6–7. http://dx.doi.org/10.12968/prps.2011.1.127.6.

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Winter, Eileen C. "A Modified School Year: Perspectives from the Early Years." Child Care in Practice 11, no. 4 (October 2005): 399–413. http://dx.doi.org/10.1080/13575270500340226.

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Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11. http://dx.doi.org/10.1622/1059-8405(2000)016[0011:snstey]2.0.co;2.

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Rosenthal, Dorothy B., and Rodger W. Bybee. "High School Biology: The Early Years." American Biology Teacher 50, no. 6 (September 1988): 345–47. http://dx.doi.org/10.2307/4448759.

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Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (August 2000): 11–19. http://dx.doi.org/10.1177/105984050001600302.

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Stephenson, Jo. "Early years provision in schools." Children and Young People Now 2017, no. 9 (May 2, 2017): 42–43. http://dx.doi.org/10.12968/cypn.2017.9.42.

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Ofsted inspections of school-based early years provision reveals a picture of quality services delivered by highly qualified staff, skilled in helping to prepare children for their transition to primary school
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O’Farrell, Cora. "Religious Education in the Early Years: An Irish Perspective." Religions 14, no. 4 (March 29, 2023): 459. http://dx.doi.org/10.3390/rel14040459.

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Ireland’s education system at primary level is renowned for its lack of diversity, with most schools falling under the patronage of the Catholic Church. This homogeneity of school type is problematic from a number of perspectives, not least the changed demographics in terms of religious affiliation in Ireland. There is a desire for change by all; however, the pace of change is slow. Whilst the National Council for Curriculum and Assessment (NCCA) determines the curriculum for all subject areas in primary schools, this body has no remit over the subject of religious education (RE). The responsibility for the provision of RE has rested with the patrons of schools since the inception of the national school system. This review focuses on the provision of early years’ Catholic RE in schools and pre-schools in the Republic of Ireland. In recent years, the importance afforded to the subject of RE and its status in schools has been eroded. The impact on early childhood religious education of this diminution is outlined. The review also addresses the training and support of teachers to work in the Catholic school sector and concurs with other writers in the field that current programmes of preparation require reform.
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Hubball, Amanda. "Metacognition in early years?" Early Years Educator 24, no. 2 (September 2, 2023): 12. http://dx.doi.org/10.12968/eyed.2023.24.2.12.

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Cowley, Sue. "Supporting attendance in early years." Early Years Educator 23, no. 16 (November 2, 2022): 14–16. http://dx.doi.org/10.12968/eyed.2022.23.16.14.

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Attendance has been a key focus for the DfE for a number of years, with policies emphasising regular attendance at school, and a new ‘live attendance’ tracker being trialled. However, with the EYFS being mainly a non-compulsory phase of education, attendance rules differ to those for school-aged pupils. Sue Cowley explores what this means for settings, looking at how they can work with parents and carers to encourage good attendance.
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Dissertations / Theses on the topic "Early years of school"

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Kozica, Saida, and Marcus Falk. "Religion Education in the early school years." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31848.

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Vi tycker det här ämnet är viktigt och passar bra in i vår verksamhetsförlagda tid och i vår utbildning som en framtida lärare. Det är viktigt att vi redan i tidig ålder försöker informera våra elever att vi alla som lever i detta samhälle har fler likheter än olikheter och genom att tala kring detta så kan man få bort begreppen vi och de. Rasism är byggd på fördomar, därför tycker vi det är viktigt att man börjar tala kring religion redan tidigt i åldrarna. Vi anser att genom att vi diskuterar olika religioner i klassrummen så skapar eleverna förståelse till dessa religioner, denna förståelse kan vara väldig väsentlig för dem i deras vuxenliv. I detta arbete försöker vi få fram vad elever anser om religion, vad som intresserar dem. Detta gör vi med hjälp av enkäter, vi har valt två olika skolor som skiljer sig både var de ligger och hur mångkulturell skolorna är. Genom enkäterna så tänkte vi försöka få fram likheter och skillnader mellan de. Vi försöker också få fram hur olika lärare arbetar inom religion och hur de försöker integrera det i undervisningen. För att få fram detta resultat har vi valt att användas av intervjuer, där vi har intervjuat lärare på två olika skolor.
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Miller, Linda Kathleen. "Literacy development in the pre-school years." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.

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Lilley, Patricia Rosemary. "Implementing local education authority policy : four year olds in school." Thesis, University of Hertfordshire, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302244.

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Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.

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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience of narrative and literature from home. Within this framework, children from 'non-schooloriented' backgrounds who step quickly and easily into reading in school can be explained only as 'exceptions' whose progress is beyond the teachers' control. In this study, I examine the origins of the teachers' beliefs. Using the example of two children from 'nonschool- oriented' families who make very different progress in early reading lessons as a starting-point, I question the validity of explanations grounded in the deficit of the child and the home. I then propose a new focus of attention; the interaction between teacher and child and their negotiation of the reading task during group and individual lessons. Through ethnographic and ethnomethodological approaches to studying the interaction between a group of children, their families and the teacher during the first eighteen months in school, I argue that a child's early reading progress does not depend upon entering the classroom from a 'school-oriented' home but an ability to engage in a specific pattern of dialogue and turn-taking with the teacher during early reading lessons. Ultimately, it depends upon the child being able to negotiate a joint interpretation of the reading task with the teacher.
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Jones, Caroline A. "Special educational needs : identification and assessment in the early years." Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340549.

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Logan, Muriel L. "Creating educational experiences through the objects children bring to school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21152.

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The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from home to early childhood setting doors. By jointly engaging with John Dewey’s view that worthwhile educational experiences are developed through interactions and continuities, the pedagogic practices of twelve early childhood practitioners and the view that each child-initiated object episode could be viewed as part of a child’s experience this research aims to better understand practitioners’ development of educational experiences through their responses to the objects forty children voluntarily brought to school. In support of this aim three research questions focused on 1) what objects children brought? 2) what practitioners said and did with the objects? and 3) what practice similarities and differences were visible across two consecutive age groups: 3-5 year olds in a nursery (preschool) and 5-7 year olds in a composite Primary 1/2 class (formal schooling)? During an eight month period in 2009 data were collected by classroom observations, collection of photographic images and practitioner interviews in a government-funded, denominational, early childhood setting in a Scottish village school. Data were analysed for the physical and social properties of children’s objects, practitioner’s pedagogic practices when engaging with the brought-in objects and similarities and differences in object-related classroom behaviours as epitomised in the relationships in each classroom. The findings were that practitioners made use of three main pedagogical practices when engaging with children’s brought-in objects: transforming objects into educational resources, shaping in-school object experiences and building a range of relationships around these objects. While the broad patterns of practice used in both classrooms were similar the details of practice showed underlying framings of children and their futures were different in each classroom. It is argued that what Dewey’s views offer, in the context of these findings, is a theoretical framing of experience that opens new possibilities for practitioner’s individual and group reflections on their current practices and collaborative practice development. His is one of the languages of experience available as practitioners and policy makers around the world grapple with educational questions.
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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.

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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.
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Girdwood, Jill Lynette. "Towards authentic family-school relationships: Engaging families through early years transition-to-school programs." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/378154.

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How early years transition-to-school programs have been used to engage families and foster family-school relationships is the focus of this study. Understanding how family-school relationships are created can inform future school engagement practices and ensure that all families are empowered to support their child’s educational outcomes. A review of literature suggests that families in low socio-economic and diverse communities are often perceived by schools as lacking interest or ability to play the role schools expect. Further, the cultural values, beliefs, and economic circumstances of these families are identified as affecting the ways they engage with schools, which may impact on the educational outcomes for children. A paucity of information was evident on how schools go about engaging families from different cultural, linguistic, and economic backgrounds. Early years programs have been shown to provide support for families as children transition to school, but how all families in a community can be engaged through such programs has not been clarified. An aim of the current study is to provide a rich description of how two Australian schools situated in diverse communities set about engaging all families in authentic relationships. A qualitative approach, using a multiple case study design, was used to examine how schools engaged parents through early years transition-to-school programs. Participants included school personnel and mothers of children who attended the programs – a playgroup and a pre-Prep program at one school, and a pre-Prep program at the other. Volunteer sampling was used to select parents for the study. Data were collected in focus group discussions and interviews, supplemented by researcher observations and publicly available school documents. Social capital theory provided a theoretical frame for the examination of findings and discussion. Findings suggest the cultural and linguistic diversity of the communities was not represented by the families who attended the early years programs. Both schools were seen to hold deficit perceptions in relation to community families and family resources. The purpose of engaging families in the transition-to-school period became one of addressing the inadequacies perceived in parents’ capacity and children’s development in terms of preparedness for school. As school leadership has an important influence on the development of family-school relationships, including more in-depth interviews with school leaders may have provided further insight. This research makes a useful contribution to the area. It provides a rich description of how schools in culturally and linguistically diverse communities go about engaging families in relationships and by framing thinking using social capital theory, shows how a school could shift deficit thinking to acknowledge the skills and resources families possess, and potentially engage all families. The study suggests that working in a collaborative manner with community stakeholders could enhance educational outcomes. Additionally, the adoption of a strengths-based approach is suggested as essential if schools are to develop authentic family-school relationships through early years transition-to-school programs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Lyndon, Sandra Jacqueline. "Early years practitioners' narratives of poverty in early childhood." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81407/.

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This thesis focuses on Early Years Practitioners who are working with young children and families in early years provision in England. Adopting a narrative approach the study sought to explore how their understandings of poverty in early childhood are shaped by dominant discourses of poverty and professional and personal experiences. Poverty as a concept is multi-dimensional and dynamic including both the experience of poverty as well as absolute and relative understandings. Under the New Labour Government, Early Years Practitioners were positioned as part of a long-term strategy to alleviate child poverty. Successive government policies have resulted in cuts to early years funding under austerity measures and an increasing focus on children and families with the greatest need. Early Years Practitioners hold a contradictory position, being part of a strategy to address poverty in early childhood, whilst at the same, time being part of a workforce which is to a large extent highly gendered, low status and low paid. The research was conducted as a case study in two integrated settings consisting of a maintained nursery school, children's centre and daycare provision in the south-east of England during November 2015 to June 2016. Although the settings were in areas of overall relative affluence, they both served areas of deprivation. Therefore, Early Years Practitioners were working with children and families on low incomes. Thirty-eight Early Years Practitioners took part in focus groups to explore how narratives of poverty might be shaped by dominant discourses of poverty and sixteen Early Years Practitioners took part in follow-up interviews to explore how narratives of poverty might be shaped by their personal and professional experiences. The 'subject' of the case was the Early Years Practitioners and the analysis and theorisation of their narratives of poverty the 'object'. Foucault's concept of regimes of truth was used to explore how Early Years Practitioners' understandings of poverty might be shaped by dominant policy discourses. The concept of 'small stories' was used to explore how Early Years Practitioners' narratives of poverty are co-constructed within interaction, and understandings of how they position themselves in relation to 'other' were explored through I-positions. Five participants took part in a final presentation and discussion of the initial findings, providing an opportunity to comment on and contribute to the analysis of the data.
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Fraser, Val. "Literacy begins at home : a case study approach to the examination of the storybook interactions between parents and their pre-school children." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324720.

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Books on the topic "Early years of school"

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Aubrey, Carol. Leading and managing early years. Los Angeles: Sage Publications, 2007.

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Aubrey, Carol. Leading and managing early years. Los Angeles: Sage Publications, 2007.

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Bierman, Karen L., and Susan M. Sheridan, eds. Family-School Partnerships During the Early School Years. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-74617-9.

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Gillooly, Margaret A. Primary school principalship: The early years. Dublin: University College Dublin, 1998.

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Gill, Barrett, ed. Disaffection from school?: The early years. London: Falmer Press, 1989.

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Eichhorn, Donald H. Eichhorn: The early years in middle level education. Edited by David Robert J. Pittsburgh, Pa. (Box 7258, Pittsburgh 15213): Pennsylvania Middle School Association, 1995.

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wilton, gill. The Practical Pre-school Early Years Handbook. warwickshure: step forward publishing, 2001.

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Fujisawa, Tohru. GTO, the early years. New York: Vertical, 2012.

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Fujisawa, Tohru. GTO, the early years. New York: Vertical, 2012.

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Susan, Young. Music in the Early Years. London: Taylor & Francis Inc, 2002.

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Book chapters on the topic "Early years of school"

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Patel, Lava Y., and David E. Ruchelsman. "Medical School: The Early Years." In Orthopedic Residency and Fellowship, 9–14. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781003525486-3.

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Sahota, Pinki. "Pre-school prevention interventions." In Early years nutrition and healthy weight, 81–90. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119023258.ch8.

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Jewson, Becky Poulter, and Rebecca Skinner. "Transitions into School." In Speech and Language in the Early Years, 121–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003139829-8.

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Larkin, Kevin, and Thomas Lowrie. "STEM Education Beyond the “School Fence”." In STEM Education in the Early Years, 105–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2810-9_6.

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Attinà, Marinella. "Critical thinking in early years of education." In School Children as Agents of Change, 7–16. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003374282-3.

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Allan, Miriam. "Male Singing in Early Years of School." In Perspectives on Males and Singing, 299–309. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2660-4_19.

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Robinson, Katherine M. "Arithmetic Concepts in the Early School Years." In Mathematical Learning and Cognition in Early Childhood, 165–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12895-1_10.

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Jones, Liz. "Early years education." In Routledge International Handbook of Schools and Schooling in Asia, 435–40. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-39.

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Gray, Frank. "Wonders and Marvels: Smith’s Early Years." In The Brighton School and the Birth of British Film, 77–110. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17505-4_4.

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Bell, Graham, Susan Borland, Rachael Summerscales, and Philippa Thompson. "Digital dilemmas in the early years." In Teaching and Learning with Technologies in the Primary School, 55–65. 3rd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003408925-6.

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Conference papers on the topic "Early years of school"

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Wood, J. Luke. "Racelighting Black Children: Insights Into the Early Years of School." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2113823.

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Vivek, Kavyesh, and Catharina Moenig. "1294 Evaluating perspectives on early years paediatrics teaching in medical school." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Liverpool, 28–30 June 2022. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2022. http://dx.doi.org/10.1136/archdischild-2022-rcpch.650.

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Gonzalez-Maldonado, David, Jennifer Tsan, Donna Eatinger, David Weintrop, and Diana Franklin. "Comparison of CS Middle-School Instruction during Pre-Pandemic, Early-Pandemic and Mid-Pandemic School Years." In ICER 2022: ACM Conference on International Computing Education Research. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501385.3543974.

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Dai, Ting. "Changes in School Outcomes in Early High School Years: Importance of Intrinsic Motivation for Urban Youth." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2004287.

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Kang, Donghyun. "Longitudinal Associations Between Teacher-Student Relationships and School Engagement in Early Elementary School Years: Gender Differences." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2096816.

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Kang, Donghyun. "Longitudinal Associations Between Teacher-Student Relationships and School Engagement in Early Elementary School Years: Gender Differences." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2096816.

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Evangelista, Betânia, Gilda Guimarães, and Izabella Oliveira. "Students’ Learning of Representation in Tables in the Early Years of Elementary School." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2b1.

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We investigated how table teaching and learning can be developed in the elementary school through an experimental study with 70 students from the second and fifth grades. The tasks addressed interpreting and building single and two-way tables. In the pre-test, second grade students could find frequencies in tables, although they had trouble using data in tables to make decisions or to evaluate conclusions. After the intervention, they learned to establish relationships between data, no longer justifying them based on life experiences. The second-grade students started building simple tables and fifth grade students built two-way tables. Thus, we highlight the possibility of learning the topic as long as teaching addresses activities that lead students to reflect on real contexts to confront conclusions and make decisions.
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González, Manuel Joaquín Fernández, and Svetlana Surikova. "Early adolescents’ beliefs about the development of their moral character: The case of Latvia." In 16th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2023. http://dx.doi.org/10.22616/reep.2023.16.012.

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Moral education at school is a topical debate among policy makers, academics, and practitioners. As early adolescence is a crucial period of moral growth, this study aims at capturing early adolescents’ beliefs about the development of their moral character in Latvia. In Spring 2022, 1465 pupils studying in Year 5 (11-12 years old) and Year 7 (13-14 years old) in 90 classrooms at 56 different schools in Latvia participated in the study. The questionnaire used to collect data contained 35 scale items and 3 open answer items which captured the four components of the moral growth process (i.e., understanding, purposefulness, moral crafting, and moral identity). Quantitative data were processed and analysed in MS Excel and SPSS using descriptive statistics: absolute values and percentage frequencies, central tendency indicators (arithmetic mean and mode), and dispersion indicators (standard deviation). The qualitative data (1158 statements from Year 5 pupils and 1284 statements from Year 7 pupils) were analysed and used to illustrate the main trends in respondents’ answers. The results revealed that Latvian pupils have: a high level of understanding of the process of moral character development; a certain maturity in their decision of becoming better persons, which needs to be supported both in the family and at school; a mitigated practical involvement in their own moral development; and a quite strong emerging moral identity. This article offers a unique perspective on Latvian early adolescents’ views on their moral growth. These findings can be particularly useful for parents, teachers, and school leaders who would wish to support pupils’ moral development, and they are also an important contribution to the development and strengthening of moral education in the Latvian education system.
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Zin, Thi Thi, Swe Zar Maw, and Pyke Tin. "OCR Perspectives in Mobile Teaching and Learning for Early School Years in Basic Education." In 2019 IEEE 1st Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2019. http://dx.doi.org/10.1109/lifetech.2019.8883978.

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Jones, Lawrence W. "Kent M. Terwilliger; graduate school at Berkeley and early years at Michigan, 1949–1959." In KENT M. TERWILLIGER memorial symposium. AIP, 1991. http://dx.doi.org/10.1063/1.41146.

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Reports on the topic "Early years of school"

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McLean, Christine Lynn. "STREAM" Laboratory School for the Early Years. Inter-American Development Bank, July 2024. http://dx.doi.org/10.18235/0013091.

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The Inter-American Development Bank (IDB) financed a project to establish a STREAM Laboratory School at the Maria Gall Hill ECD Center in Barbados, in collaboration with the Erdiston Teacher Training College. This initiative aimed to enhance early childhood education in Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM) through play-based learning. The report details the implementation process, including the development of a STREAM-focused curriculum, professional development for educators, and the integration of innovative play-based methodologies. It highlights the successes, and challenges, and provides recommendations for future initiatives, emphasizing the transformative potential of play-based learning in early childhood education.
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Berger, Emily, Andrea Reupert, and Kelly-Ann Allen. School based prevention and early intervention for student mental health and wellbeing. The Sax Institute, April 2020. http://dx.doi.org/10.57022/qnen3481.

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The role of schools in promoting wellbeing and good mental health in young people has been emphasised by significant international bodies in recent years. This review aimed to identify which school-based mental health prevention and early intervention programs have been shown to be most effective, and the characteristics that drive efficacy and sustainability. Twenty-six programs (of 74 reviewed programs) were identified for implementation in Australian schools based on availability, demonstrated sustainability and efficacy in promoting student mental health and wellbeing. This offers an opportunity to target resources and to select programs with strong evidence in the short term as well as sustained outcomes. The reviewers also identified gaps in the evidence which can guide future priorities for research and program design
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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Senior High School: What Do Additional Years of Basic Education Schooling Buy? Philippine Institute for Development Studies, June 2023. http://dx.doi.org/10.62986/pn2023.15.

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Written for the Second Congressional Commission on Education, this Policy Note summarizes new early evidence on the impact of the senior high school (SHS) program on the timing of school attendance and employment, quality of employment, and even marriage, fertility, and child health. It concludes that SHS graduates tend to have higher wages and more chances of employment in middle-skill occupations than junior high school graduates. It argues that although reverting to a K to 10 [Kindergarten to Grade 10] system or restricting SHS to college attendees might be financially beneficial in the short term, the K to 12 program could be a better long-term choice based on projections. Meanwhile, despite evidence supporting SHS education’s effectiveness, it does not imply its implementation was flawless. Previous studies highlighted challenges such as inadequate resources, limited track options, and poor coordination with external partners. Moreover, schooling quality issues persist in SHS, including problems with reading and writing competencies. To address these challenges, this paper recommends addressing service delivery gaps by expanding strand offerings, ensuring competent teachers, and strengthening linkages with future pathways through collaboration with employers and mapping competencies. It also emphasizes educating the public about the benefits of SHS without overselling it, enhancing work immersion programs, and promoting certification of technical-vocational skills.
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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research team (CRT) collected data from 134 school principals from a nationally representative sample of 140 primary schools (a response rate of 95.7 percent). A telephone survey was also conducted of 2,389 parents of Grade 3 and 4 students enrolled in these 140 primary schools; this survey covers all 140 schools, with an average of 17 parents per school. Principals were asked what schools did to provide instruction while schools were closed in early 2020, while parents were interviewed regarding children’s weekday activities as well as the types of instruction the children received during this period. The telephone interviews with school principals and parents were conducted between July and September of 2020. In 2020, Vietnam was in many ways an outlier in that it flattened its epidemic curve early in that year, thereby allowing schools to reopen as early as May 4, 2020—roughly three months after schools were first directed to shut down. Vietnam’s schools continued to stay open and ended its 2019-2020 school year towards the end of June. While the period of school closure in Vietnam was brief, the country’s example may provide lessons for other nations that faced, and are still facing, the educational consequences of the pandemic.
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Turnbull, Brenda J., Derek L. Riley, and Jaclyn R. MacFarlane. Building a Stronger Principalship, Vol. 2: Cultivating Talent Through a Principal Pipeline. Policy Studies Associates, Inc., December 2013. http://dx.doi.org/10.59656/el-ls3657.001.

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts of children: i) those that during the period of differential exposure were in-utero or in the first years of life, and ii) those who during the period of differential exposure were transitioning from primary to secondary school. Results for the early childhood cohort, 18-20-year-old at endline, shows that differential exposure to Progresa during the early years led to positive impacts on educational attainment and labor income expectations. This constitutes unique long-term evidence on the returns of an at-scale intervention on investments in human capital during the first 1000 days of life. Results for the school cohort - in their early 30s at endline - show that the short-term impacts of differential exposure to Progresa on schooling were sustained in the long-run and manifested themselves in larger labor incomes, more geographical mobility including through international migration, and later family formation.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
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