Journal of Research in Childhood Education最新文献_第7页

Creating an Adaptable Literacy Tutoring System for Elementary-Age Students in New York City Foster Care 在纽约市寄养中心为小学生创建一个适应性强的识字辅导系统

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI: 10.1080/02568543.2023.2220767

Ginny A. Dembek, Mark Lauterbach, S. Datchuk

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引用次数: 0

A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research 自然科学与幼儿教育研究中的好奇心与奇迹的系统回顾

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-23 DOI: 10.1080/02568543.2023.2192249

A. Bjerknes, T. Wilhelmsen, Emilie Foyn-Bruun

引用次数: 1

First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms 一年级教师在公立学校课堂上实施适合发展的实践所面临的挑战

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-09 DOI: 10.1080/02568543.2023.2190787

Christopher P. Brown, D. Ku, K. Puckett, David P. Barry

引用次数: 0

Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers 基于班级的认知强化(CORE)对学龄前儿童执行功能的改善

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-04-14 DOI: 10.1080/02568543.2023.2187901

V. Nejati, Batool Zavarei

引用次数: 0

Using Wordless Picturebooks to Promote Bilingual Students’ Translanguaging Practices 用无字图画书促进双语学生的翻译实践

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-04-07 DOI: 10.1080/02568543.2023.2193258

引用次数: 2

Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms 两个不同国家以儿童为中心和教师指导的实践：芬兰和日本一年级课堂的描述性案例研究

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-03-22 DOI: 10.1080/02568543.2023.2188059

Eija Pakarinen, Kyoko Imai-Matsumura, Akie Yada, Takumi Yada, Anne Leppänen, Marja‐Kristiina Lerkkanen

引用次数: 0

Predicting Reading Achievement Through Progress Monitoring in Elementary School 通过进度监控预测小学阅读成绩

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-03-20 DOI: 10.1080/02568543.2023.2187489

Akiko Kaizu, M. Tamaki

引用次数: 0

Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale 全纳教育评定量表合理调整的信度检验

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-03-20 DOI: 10.1080/02568543.2023.2187488

T. Iacono, J. Spong, K. Bagley, Ana Garcia-Melgar, C. McKinstry, Nerida Hyett, M. Arthur-Kelly

引用次数: 1

Key Issues in the Field of Childhood Education 儿童教育领域的关键问题

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-03-15 DOI: 10.1080/02568543.2023.2179289

Weipeng Yang, Lydiah Nganga

引用次数: 0

Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry 印度小学教师对远程教学内部和外部障碍的认知:现象学探究

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-02-16 DOI: 10.1080/02568543.2023.2168802

Jyotsna Pattnaik, N. Nath, Sangeeta Nath

{"title":"Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry","authors":"Jyotsna Pattnaik, N. Nath, Sangeeta Nath","doi":"10.1080/02568543.2023.2168802","DOIUrl":"https://doi.org/10.1080/02568543.2023.2168802","url":null,"abstract":"ABSTRACT This qualitative study explored the perceptions of primary grade teachers in the Indian cities of Mumbai and Sambalpur about the barriers they faced in implementing remote instruction effectively during the pandemic. Interviews were conducted over Zoom and via phone. The findings highlighted two sources of barriers. The external barriers included lack of device availability and internet data issues, professional development issues and teachers’ own efforts, time commitment to prepare materials, and classroom management challenges. Teachers’ lack of positive beliefs about remote instruction surfaced as an internal barrier. The findings are consistent with studies conducted by researchers globally and bear implications for early childhood teachers, parents, programs, and policymakers. While research findings have exposed global unpreparedness to implement remote instruction effectively during the pandemic, these findings have also made the field aware of the need for harnessing the potential of technology in enhancing teaching and learning processes and outcomes. Future researchers may design mixed-method studies to identify the extent of children’s learning loss and evaluate the effectiveness of intervention programs offered by schools to help children achieve their current grade level competencies by the end of the academic year. Gathering teachers’ and parents’ voice is critical in this context.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"598 - 618"},"PeriodicalIF":1.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42713855","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