Littérature scientifique sur le sujet « Children's voices in research »
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Articles de revues sur le sujet "Children's voices in research"
MacNaughton, Glenda. « Eclipsing Voice in Research with Young Children ». Australasian Journal of Early Childhood 28, no 1 (mars 2003) : 36–43. http://dx.doi.org/10.1177/183693910302800108.
Texte intégralCurtin, C. « Eliciting Children's Voices in Qualitative Research ». American Journal of Occupational Therapy 55, no 3 (1 mai 2001) : 295–302. http://dx.doi.org/10.5014/ajot.55.3.295.
Texte intégralChitakunye, Pepukayi. « Recovering children's voices in consumer research ». Qualitative Market Research : An International Journal 15, no 2 (30 mars 2012) : 206–24. http://dx.doi.org/10.1108/13522751211215903.
Texte intégralJesuvadian, Mercy Karuniah, et Susan Wright. « Doll tales : foregrounding children's voices in research ». Early Child Development and Care 181, no 3 (avril 2011) : 277–85. http://dx.doi.org/10.1080/03004430903293172.
Texte intégralDockett, Sue, et Bob Perry. « Children's Views and Children's Voices in Starting School ». Australasian Journal of Early Childhood 28, no 1 (mars 2003) : 12–17. http://dx.doi.org/10.1177/183693910302800104.
Texte intégralSTERN, JULIAN. « Children's Voice or Children's Voices ? How Educational Research Can be at the Heart of Schooling ». FORUM 57, no 1 (2015) : 75. http://dx.doi.org/10.15730/forum.2015.57.1.75.
Texte intégralChawar, Ewa, Justyna Deszcz-Tryhubczak, Katarzyna Kowalska, Olga Maniakowska, Mateusz Marecki, Milena Palczyńska, Eryk Pszczołowski et Dorota Sikora. « Children's Voices in the Polish Canon Wars : Participatory Research in Action ». International Research in Children's Literature 11, no 2 (décembre 2018) : 111–31. http://dx.doi.org/10.3366/ircl.2018.0269.
Texte intégralSwadener, Beth Blue, et Valerie Polakow. « Children's Rights and Voices in Research : Cross-National Perspectives ». Early Education & ; Development 21, no 2 (26 mars 2010) : 285–86. http://dx.doi.org/10.1080/10409281003732684.
Texte intégralAvci, Neslihan. « How is a research that children want ? Hearing the children’s voices during the research process ! » New Trends and Issues Proceedings on Humanities and Social Sciences 4, no 6 (30 décembre 2017) : 60–69. http://dx.doi.org/10.18844/prosoc.v4i6.2914.
Texte intégralCousins, Wendy, et Sharon Milner. « Small Voices : Children's Rights and Representation in Social Work Research ». Social Work Education 26, no 5 (2 juillet 2007) : 447–57. http://dx.doi.org/10.1080/02615470601118589.
Texte intégralThèses sur le sujet "Children's voices in research"
Schultz, Samantha Jane, et University of Lethbridge Faculty of Education. « The voices of children : understanding children's reading worlds ». Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.
Texte intégralSutter, Kimberlee Ann, et Kimberlee Ann Sutter. « Siblings of Children with Down Syndrome : Voices Hear ». Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622942.
Texte intégralMora, Bernadette Alexandra, et Bernadette Alexandra Mora. « A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking : Including Children's Voices in School Readiness Research ». Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623068.
Texte intégralÅkerström, Jeanette. « "Participation is everything" : young people's voices on participation in school life ». Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35795.
Texte intégralAttard, Sue. « Listening to voices of children and learning with them : action research in a primary school ». Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4231.
Texte intégralHarper, Harry Robert. « Hearing the voices of Mexican immigrant parents : participatory action research building a space to explore and report on how parents experience their children's schools in California / ». Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.
Texte intégralParaskevas, Costas Barry. « The voices of year 6 children : their views on physical education and the implications for policy practice and research ». Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019967/.
Texte intégralSilvia, Cont. « New Voices in the Woods : A Study of Children’s Experience of the Forest as an Outdoor Educational Space ». Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149007.
Texte intégralHenry, Lynette M. « Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children ». Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.
Texte intégralFaith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Charisma ES), implemented in what is considered a "failing school". Just Love's purpose was to have the volunteers from the church provide love, care, supportive adult relationships and service to the teachers, students, and parents of Charisma ES through a comprehensive, systemic program: Just Mentor (i.e., a school-based mentoring program), Just Connect (i.e., a classroom adoption program), and Just Rewards (i.e., a school wide student incentives/rewards and parent involvement program). The Bryan and Henry (2012) School-Family-Community Partnership Process Model was used in developing Just Love.
The Model for Collaborative Evaluations (MCE) was used in this evaluation to actively engage stakeholders during the evaluation process and to answer the evaluation questions. A mixed methods research design was used. Differences in student outcomes (i.e. academic, behavior and attendance) were examined between Charisma ES and another matching school without a faith-based school-family-community partnership were analyzed with descriptive statistics, paired T-tests, and mixed ANOVAs. Student outcomes were also investigated relevant to different aspects of the Just Love programs including adopted classrooms compared to non-adopted classrooms and mentored students compared to non-mentored students.
In addition, this study gave 20 children (i.e., mentees) who had experienced all aspects of the Just Love programs an opportunity to share their perceived satisfactions, experiences, challenges and recommendations regarding Just Love through the method of photo elicitation including picture selection and interviews. The transcribed data from the interviews and the pictures used in the photo-elicitation process were analyzed using thematic analysis with a focus on capturing the voices of the students.
Student outcome data were collected for three years from 2010-2013, with 2009 as a baseline year. The findings from the quantitative aspect of this study revealed that students in Charisma ES made significantly greater gains in reading than students in Joseph ES following the implementation of the partnership. Further, number of disciplinary referrals decreased dramatically at Charisma ES in contrast to Joseph ES whose disciplinary referrals increased. Attendance rates differed significantly between the two schools with students in Joseph Elementary School having higher attendance rates than students in Charisma Elementary School.
On average, both adopted and non-adopted classes made gains in reading in each of the three years although adopted classes appeared to have higher reading scores in 2011-2012 than non-adopted classes. The average number of disciplinary referrals per class was lower for adopted classes than for non-adopted classes in 2011-2012, one academic year after the Just Love partnership program was implemented. Concerning attendance, there were no significant differences in attendance rates between students in adopted and non-adopted classes at Charisma ES.
Mentored students at Charisma made significant improvements in reading. They also had a dramatically lower average number of disciplinary referrals than non-mentored students in 2012-2013, just two years after the Just Love partnership was implemented. When compared to non-mentored students, mentored students had significantly higher attendance than non-mentored students in 2011-2012, just one year after the Just Love partnership began. Further, attendance appeared to have a positive relation to the number of years students were mentored.
Findings from the qualitative aspect of this study were captured using thematic analysis of the children's perceived satisfactions, experiences, challenges and recommendations concerning Just Love. The six categories that emerged from the data were (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each of these categories comprised a number of themes that aligned with identified protective factors and developmental assets necessary for the resiliency of and successful outcomes for children.
Taken together, the findings reveal that Just Love, a faith-based school-family-community partnership contributed to improved student outcomes in reading achievement, behavior and attendance and provided important protective factors and developmental assets for the children in Charisma ES. The Just Love partnership program presents a viable model for schools, school districts, and faith-based and community organizations that have a desire to foster resilience in children at-risk, generate positive academic, behavior, and attendance outcomes for children and decrease the chances of children growing up and developing risky behaviors. Implications for practice, training, evaluation, policy, and future research are discussed. (Abstract shortened by UMI.)
White, Peta. « Acoustic and aerodynamic measurements of children's voices ». Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388787.
Texte intégralLivres sur le sujet "Children's voices in research"
Phạm, Thị Lan. The ethics of research reciprocity : Making children's voices heard in poverty reduction policy-making in Vietnam. London : Young Lives, 2005.
Trouver le texte intégralMongan, Paddy. Voices unheard : An education research report on traveller children living in Belfast. Belfast : Belfast Travellers Education and Development Group, 2002.
Trouver le texte intégralMcCarty, Joan. New voices : Immigrant students in U.S. public schools : an NCAS research and policy report. Boston, Mass : National Coalition of Advocates for Students, 1988.
Trouver le texte intégralMaybin, Janet. Children's Voices. London : Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958.
Texte intégralGuin, Ursula K. Le. Voices. Orlando : Harcourt, 2006.
Trouver le texte intégralVoices. New York : Scholastic Inc., 2006.
Trouver le texte intégralCorwin, Rebecca B. Talking mathematics : Supporting children's voices. Portsmouth, NH : Heinemann, 1996.
Trouver le texte intégralAshmore, Wendy. Voices in American archaeology. Washington, D.C : Society for American Archaeology, 2010.
Trouver le texte intégralBjørnestad, Elisabeth, et Janicke Heldal Stray. New Voices in Norwegian Educational Research. Rotterdam : SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-464-2.
Texte intégralBazzul, Jesse, et Christina Siry, dir. Critical Voices in Science Education Research. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99990-6.
Texte intégralChapitres de livres sur le sujet "Children's voices in research"
Shiraani, Fathimath, Neil Carr et Gill Rutherford. « Disabled children as legitimate research participants : a topic omitted from tourism research ? » Dans Social tourism : global challenges and approaches, 96–108. Wallingford : CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0096.
Texte intégralShiraani, Fathimath, Neil Carr et Gill Rutherford. « Disabled children as legitimate research participants : a topic omitted from tourism research ? » Dans Social tourism : global challenges and approaches, 96–108. Wallingford : CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0009.
Texte intégralRichards, Sarah, Jessica Clark et Allison Boggis. « Privileging Voices ». Dans Ethical Research with Children, 121–45. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-35131-9_7.
Texte intégralKatz, Lilian G. « Engaging Children’s Minds : Innovative Research and Practice ». Dans Global Voices in Education, 115–20. Singapore : Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-682-9_8.
Texte intégralJohansson, Eva. « Introduction : Giving Words to Children’s Voices in Research ». Dans Educational Research with Our Youngest, 1–13. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2394-8_1.
Texte intégralJover, Gonzalo, et Bianca Thoilliez. « Biographical Research in Childhood Studies : Exploring Children’s Voices from a Pedagogical Perspective ». Dans Children and the Good Life, 119–29. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9219-9_9.
Texte intégralWallerstedt, Cecilia, Niklas Pramling et Ingrid Pramling Samuelsson. « Embodied Voices and Voicing Embodied Knowing : Accessing and Developing Young Children’s Aesthetic Movement Skills ». Dans Educational Research with Our Youngest, 87–106. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2394-8_5.
Texte intégralMaybin, Janet. « Schooled Voices ». Dans Children's Voices, 140–59. London : Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958_8.
Texte intégralMcInnerney, Marlyn. « Insider Research : Articulating the Voices of Women Schooling Their Children in Remote Queensland, Australia ». Dans Palgrave Studies in Education Research Methods, 251–65. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_15.
Texte intégralMaybin, Janet. « Conclusion ». Dans Children's Voices, 184–89. London : Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230511958_10.
Texte intégralActes de conférences sur le sujet "Children's voices in research"
Noskina, Lyubov Dmitriyevna. « Choral singing at Children's Art School : develop your pretty voice ! » Dans VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111586.
Texte intégralVázquez Recio, Rosa, Patricia Ortega Aguilar, Daniel Traverso Macías, Mónica López-Gil, Guadalupe Calvo-García et Sabina Sánchez Alex. « AN APPROACH TO SCHOOL LIFE FROM THE VOICES OF CHILDREN IN EARLY CHILDHOOD EDUCATION ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2886.
Texte intégralRoy, Gargi, et Zhou Wen Chong. « Towards child-friendly mega-delta cities in Asia. A critical literature review ». Dans Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/uuga9354.
Texte intégralShapir, Barbara, Teresa Lewin et Samar Aldinah. « LET’S TALK ! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.
Texte intégralAssmann, Peter, Santiago Barreda et Terrance Nearey. « Perception of speaker sex in children's voices ». Dans 162nd Meeting Acoustical Society of America. Acoustical Society of America, 2013. http://dx.doi.org/10.1121/1.4793571.
Texte intégralAssmann, Peter, Santiago Barreda et Terrance Nearey. « Perception of speaker age in children's voices ». Dans ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4800918.
Texte intégralRubio, Juan, Kori Inkpen, Anna Ly, Jessica Kaminsky et Chris Plutte. « Enhancing children's voices with media and technology ». Dans IDC '13 : Interaction Design and Children 2013. New York, NY, USA : ACM, 2013. http://dx.doi.org/10.1145/2485760.2485888.
Texte intégralButler, A., K. Vincent et M. Bluebond-Langner. « 019 A program of research to increase research access and participation for children and young people with life-limiting conditions and life-threatening illnesses : ‘barriers to research access : voices, experiences, and solutions- the BRAVES project’ ». Dans Great Ormond Street Hospital Conference 2018 : Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.19.
Texte intégralLyakso, Elena, et Olga Frolova. « Neurological state manifestation in infants’ and children’s voice features ». Dans 7th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2016/07/0022/000281.
Texte intégralOsipenkova, Anastasiya Igorevna. « Bodily integrity children's rights ». Dans III International applied research conference for pupils, Chair Yelena Anatolyevna Arosyeva. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81086.
Texte intégralRapports d'organisations sur le sujet "Children's voices in research"
Thorsen, Dorte, et Roy Maconachie. Children’s Work in West African Cocoa Production : Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), avril 2021. http://dx.doi.org/10.19088/acha.2021.005.
Texte intégralMcLean, Karen, Celine Chu, Julianna Mallia et Susan Edwards. Developing a national Playgroup statement : Stakeholder consultation strategy. Australian Catholic University, 2021. http://dx.doi.org/10.24268/acu.8ww69.
Texte intégralThomas, Edmund D., Ted M. Yellen et Samuel J. Polese. Voices From The Past-Command History Post WWII to November 1999. An Historical Account of the Naval Personnel Research & ; Development Center (NPRDC) of San Diego, California. Fort Belvoir, VA : Defense Technical Information Center, octobre 1999. http://dx.doi.org/10.21236/ada369930.
Texte intégralHunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley et Camille Thomas. FSU Libraries Office of Digital Research & ; Scholarship Annual Report : 2020-2021. Florida State University Libraries, juillet 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.
Texte intégralLevine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell et Matthew Holsapple. Voices from the field : The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, janvier 2021. http://dx.doi.org/10.3102/aera20211.
Texte intégralKnight, Ruth, et Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, novembre 2020. http://dx.doi.org/10.5204/rep.eprints.206154.
Texte intégralHertz, Jana C., Derick W. Brinkerhoff, Robin Bush et Petrarca Karetji. Knowledge Systems : Evidence to Policy Concepts in Practice. RTI Press, juin 2020. http://dx.doi.org/10.3768/rtipress.2020.pb.0024.2006.
Texte intégralMahling, Alexa, Michelle LeBlanc et Paul A. Peters. Report : Rural Resilience and Community Connections in Health : Outcomes of a Community Workshop. Spatial Determinants of Health Lab, Carleton University, décembre 2020. http://dx.doi.org/10.22215/sdhlab/2020.1.
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