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Education 3-13最新文献

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Exploring culturally responsive teaching: a multi-stakeholder perspectives on enhancing children's school readiness: a qualitative study 探索适应文化的教学：从多方利益相关者的角度提高儿童的入学准备：定性研究
IF 1
Education 3-13 Pub Date : 2024-06-17 DOI: 10.1080/03004279.2024.2365376
Elka Zebdewos Zekarias, Gebresilase Bereket Merkine, Biramo Yohannes Bisa
{"title":"Exploring culturally responsive teaching: a multi-stakeholder perspectives on enhancing children's school readiness: a qualitative study","authors":"Elka Zebdewos Zekarias, Gebresilase Bereket Merkine, Biramo Yohannes Bisa","doi":"10.1080/03004279.2024.2365376","DOIUrl":"https://doi.org/10.1080/03004279.2024.2365376","url":null,"abstract":"Ethiopian students and territories are predominantly from diverse racial, ethnic, cultural, and linguistic families, yet teachers and school leaders often fail to embrace this diversity fully. The ...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"139 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Informal book talk: digging beneath the surface 非正式读书会：挖掘表面之下的东西
IF 1
Education 3-13 Pub Date : 2024-06-17 DOI: 10.1080/03004279.2024.2357882
Teresa Cremin, Helen Hendry, Lucy Rodriguez-Leon, Samantha Jayne Hulston
{"title":"Informal book talk: digging beneath the surface","authors":"Teresa Cremin, Helen Hendry, Lucy Rodriguez-Leon, Samantha Jayne Hulston","doi":"10.1080/03004279.2024.2357882","DOIUrl":"https://doi.org/10.1080/03004279.2024.2357882","url":null,"abstract":"In contrast to the field’s predominant focus on teacher-led talk in reading contexts, this study considers child-led relaxed conversations about texts. It examines what is afforded by the occurrenc...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"43 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How can reading and writing be promoted in Anglophone West Africa? Evidence from new perspective: a word of mouth from experts in basic education 如何在西非英语国家推广阅读和写作？来自新视角的证据：基础教育专家的口述
IF 1
Education 3-13 Pub Date : 2024-06-17 DOI: 10.1080/03004279.2024.2368602
Geoffrey Bentum-Micah, Cai Lianyu, Sabika Khalid, Sampson Agyapong Atuahene, Endale Tadesse
{"title":"How can reading and writing be promoted in Anglophone West Africa? Evidence from new perspective: a word of mouth from experts in basic education","authors":"Geoffrey Bentum-Micah, Cai Lianyu, Sabika Khalid, Sampson Agyapong Atuahene, Endale Tadesse","doi":"10.1080/03004279.2024.2368602","DOIUrl":"https://doi.org/10.1080/03004279.2024.2368602","url":null,"abstract":"The unintended consequence of primary school enrolment is to reduce illiteracy among pupils; however, increased school enrolment in sub-Sahara Africa yields fewer results of equipping pupils with r...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"21 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers’ perceptions about digital storytelling and its pedagogical usage. The improvement of minority children’s classroom engagement 教师对数字故事及其教学应用的看法。提高少数民族儿童的课堂参与度
IF 1
Education 3-13 Pub Date : 2024-06-13 DOI: 10.1080/03004279.2024.2367556
E. Beazidou, N. Zygouris, K. Botsoglou, E. Kougioumtzidou, C. Samantzis
{"title":"Teachers’ perceptions about digital storytelling and its pedagogical usage. The improvement of minority children’s classroom engagement","authors":"E. Beazidou, N. Zygouris, K. Botsoglou, E. Kougioumtzidou, C. Samantzis","doi":"10.1080/03004279.2024.2367556","DOIUrl":"https://doi.org/10.1080/03004279.2024.2367556","url":null,"abstract":"The study examines teachers’ perceptions about digital storytelling (DST) and why they are reluctant to use it as an instructional tool, despite its effectiveness for student learning. Additionally...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"25 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The role of oral language in the dialogic primary classroom 口语在对话式小学课堂中的作用
IF 1
Education 3-13 Pub Date : 2024-05-30 DOI: 10.1080/03004279.2024.2357894
Fiona Maine
{"title":"The role of oral language in the dialogic primary classroom","authors":"Fiona Maine","doi":"10.1080/03004279.2024.2357894","DOIUrl":"https://doi.org/10.1080/03004279.2024.2357894","url":null,"abstract":"This article takes stock of the current trends in research, policy and practice regarding the role of language in the dialogic classroom. The article uses the policies of two different educational ...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"126 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141252376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding literacy as human practice: exploring stories about (people like) us 将扫盲理解为人类的实践：探索关于（像我们这样的人）的故事
IF 1
Education 3-13 Pub Date : 2024-05-27 DOI: 10.1080/03004279.2024.2357883
Alicia Curtin
{"title":"Understanding literacy as human practice: exploring stories about (people like) us","authors":"Alicia Curtin","doi":"10.1080/03004279.2024.2357883","DOIUrl":"https://doi.org/10.1080/03004279.2024.2357883","url":null,"abstract":"This paper examines literacy as a sociocultural, personal and human practice dependent on and derived through relationships between people, settings and culture. Drawing on a recent empirical resea...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"43 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141192418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Characterising affective and situational dimensions of creativity in the primary classroom through a posthuman lens 从 "后人类 "视角看小学课堂创造力的情感和情境特征
IF 1
Education 3-13 Pub Date : 2024-05-27 DOI: 10.1080/03004279.2024.2357585
Victoria Kinsella, Elizabeth MacGregor, Emma Nenadic
{"title":"Characterising affective and situational dimensions of creativity in the primary classroom through a posthuman lens","authors":"Victoria Kinsella, Elizabeth MacGregor, Emma Nenadic","doi":"10.1080/03004279.2024.2357585","DOIUrl":"https://doi.org/10.1080/03004279.2024.2357585","url":null,"abstract":"The proliferation of creativity frameworks can be problematic for teachers and learners seeking to develop creativity in day-to-day classroom practices. Although some schools have successfully adop...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"13 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141192453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Technology use and integration in state-funded primary schools: a structural equation model 国家资助小学的技术使用与整合：结构方程模型
IF 1
Education 3-13 Pub Date : 2024-05-12 DOI: 10.1080/03004279.2024.2351013
Ourania Maria Ventista, Paraskevi Tsani, Chris Brown, Robert Coe, Georgios Polydoros
{"title":"Technology use and integration in state-funded primary schools: a structural equation model","authors":"Ourania Maria Ventista, Paraskevi Tsani, Chris Brown, Robert Coe, Georgios Polydoros","doi":"10.1080/03004279.2024.2351013","DOIUrl":"https://doi.org/10.1080/03004279.2024.2351013","url":null,"abstract":"This research explored the factors that influence technology use and integration in primary schools and how these factors interact with each other. A large-scale survey was conducted. The participa...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"40 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘Guys, guys, guys, do you think this is important?’: a case study of successful remote collaborative problem-solving in two primary schools using multitouch technology 伙计们，伙计们，伙计们，你们觉得这重要吗？"： 两所小学利用多点触控技术成功开展远程协作解决问题的案例研究
IF 1
Education 3-13 Pub Date : 2024-05-06 DOI: 10.1080/03004279.2024.2346678
Gary Beauchamp, Nick Young, Andrew Joyce-Gibbons, Xela Bouzó Dafauce
{"title":"‘Guys, guys, guys, do you think this is important?’: a case study of successful remote collaborative problem-solving in two primary schools using multitouch technology","authors":"Gary Beauchamp, Nick Young, Andrew Joyce-Gibbons, Xela Bouzó Dafauce","doi":"10.1080/03004279.2024.2346678","DOIUrl":"https://doi.org/10.1080/03004279.2024.2346678","url":null,"abstract":"This study explores the interactions of two groups of three pupils, based on primary schools two hundred miles apart in the United Kingdom, working on the same history problem. Using information on...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"124 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impact of self-efficacy and professional identity on Japanese early childhood education and care (ECEC) teachers’ absenteeism tendency and turnover intention 自我效能感和专业认同对日本幼儿教育和保育（ECEC）教师缺勤倾向和离职意向的影响
IF 1
Education 3-13 Pub Date : 2024-04-18 DOI: 10.1080/03004279.2024.2341900
Yuko Matsuda, Shoko Hamada
{"title":"Impact of self-efficacy and professional identity on Japanese early childhood education and care (ECEC) teachers’ absenteeism tendency and turnover intention","authors":"Yuko Matsuda, Shoko Hamada","doi":"10.1080/03004279.2024.2341900","DOIUrl":"https://doi.org/10.1080/03004279.2024.2341900","url":null,"abstract":"Since many early childhood education and care (ECEC) teachers in Japan intend to quit, studying their career continuity is imperative. Preschool teacher self-efficacy and professional identity are ...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140610206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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