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Arab American youth : discrimination, development, and educational practice and policy / / Rhonda Tabbah
| Arab American youth : discrimination, development, and educational practice and policy / / Rhonda Tabbah |
| Autore | Tabbah Rhonda |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (xv, 187 pages) |
| Disciplina | 379.26 |
| Collana | Advancing Responsible Adolescent Development |
| Soggetto topico |
Discrimination in education - United States
Àrabs Infants Adolescents Discriminació en l'educació Educació infantil Educació primària Discriminació racial Identitat col·lectiva Etnicitat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-66804-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- About this Book -- Contents -- About the Author -- An Introduction to Arab American Youth -- Introduction -- Arab American Youth, Development, and Discrimination in Education Systems -- References -- Arab American Youth and Historical Contributors of Discrimination -- Introduction -- History of Immigration, Official Race Categorization, and Racial Identity -- Cultural Stereotypes: Effects of Cultural Conditioning -- Conclusion -- References -- Arab American Youth and Discrimination in the Pre-9/11 Era -- Introduction -- Discrimination Against Arabs in the Pre-9/11 Era -- Conclusion -- References -- Arab American Youth and Discrimination Post-9/11 -- Introduction -- Discrimination in the Post-9/11 Era -- Conclusion -- References -- Arab American Youth and Discrimination in the Education System -- Introduction -- Discrimination in the K-12 System -- Conclusion -- References -- Developmental Theories Relevant to Arab American Youth -- Introduction -- Bronfenbrenner's Ecology of Human Development -- Youth Identity Development -- Ethnic Identity Development -- Implications of Ethnic Identity on Outcomes of Discrimination -- Multi-Dimensional Self-Concept Development in Adolescence -- The Symbolic Interaction Theory of Self-Concept -- Developmental Consequences of Discrimination in Schools -- Conclusion -- References -- Discrimination and Developmental Processes in Arab American Youth -- Introduction -- An Overview of Arab Youth and Discrimination in America -- Narrative Review: Discrimination and Developmental Outcomes in Arab American Youth -- Self-Concept and Discrimination -- Ethnic Identity and Discrimination -- Well-Being and Discrimination -- Conclusion -- References -- Discrimination and Developmental Processes: Bridging the Research Gap on Arab American Youth -- Introduction.
An Overview of Existing Research on Arab Youth Development and Discrimination -- Methodology: Cross-Sectionality, Convenience Sampling, Racial Classification, and Recruitment Challenges -- Consideration of Additional Study Variables -- Norming Psychometric Measures and Assessments for Arab Populations -- Conclusion -- References -- Transforming Education Practice and Policy for Arab American Youth -- Introduction -- An Overview of Research on School Experiences and Developmental Outcomes in Arab Youth -- Important Factors of Arab American Cultures -- Demographics -- Religion -- Family -- Perceptions of Education -- Perceptions of Mental Health -- Process of Cultural Competence -- Step 1: Self-Awareness -- Step 2: Cultural Knowledge -- Step 3: Culturally Relevant Skill Set -- Intercultural Relations with Peers and Staff -- Educational Policy: Addressing Arabs and Arab Americans in Multicultural Curricula -- Intervention for Developmental Outcomes in Schools: Multiple-Tiered Systems of Support -- Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910447258703321 |
Tabbah Rhonda
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Assessment and data systems in early childhood settings : theory and practice / / edited by Claire McLachlan [and three others]
| Assessment and data systems in early childhood settings : theory and practice / / edited by Claire McLachlan [and three others] |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (353 pages) |
| Disciplina | 810.80355 |
| Collana | Early Childhood Research and Education: An Inter-theoretical Focus |
| Soggetto topico |
Education - Data processing
Educació infantil Educació primària Processament de dades Tests i proves en educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-5959-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Using data systems to inform early childhood practice -- 2. Revisiting the roles of teachers as assessors of children’s progress -- 3. The Collection and Use of Assessment information in Early Childhood Settings -- 4. Using digital tools to support STEM learning -- 5. An exploration of how e-portfolios shape how learning is supported, evidenced and communicated in early years education -- 6. Tools and time for noticing in early childhood pedagogy outdoors -- 7. Documentation as a tool for changing practices in Iceland -- 8. Using new tools to support a data, knowledge, action stance to explore children’s experiences of curriculum -- 9. Using a variety of data collection methods to better understand students in physical education in primary schools -- 10. Disrupting the myths regarding young children’s vulnerabilities by assessing emotional and social wellbeing -- 11. Dual purposes: Using children’s self-assessment plans as summative data -- 12. Child-Voiced Assessment for Understanding Children’s Learning and Transforming Pedagogic Practices -- 13. Children as assessors of their own learning- the power of listening to children’s own reflections -- 14. Developing teachers’ capacity to use data systems -- 15. Using Activity-Focused Assessment Within an Embedded Instruction Framework -- 16. Towards the future use of data systems in early years settings. . |
| Record Nr. | UNINA-9910637727903321 |
| Singapore : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Biosocial interplay during elementary school : pathways toward maladaptation in young children / / Pol A. C. van Lier, Kirby Deater-Deckard, editors
| Biosocial interplay during elementary school : pathways toward maladaptation in young children / / Pol A. C. van Lier, Kirby Deater-Deckard, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (215 pages) |
| Disciplina | 305.231 |
| Soggetto topico |
Child development
Education, Elementary - Social aspects Sociobiology Sociobiologia Desenvolupament infantil Educació primària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-07109-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Prologue: Introduction -- Elementary School Social Experiences with Peers and Teachers: Manifestation and Development -- Chapter Overview -- The Socializing Influence of Peers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- The Socializing Influence of Teachers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- Conclusion -- References -- How Peers and Teachers Shape Elementary School Children's Academic and Socioemotional Development -- Introduction -- Peer Experiences at the Dyad Level -- Peer Processes at the Group Level -- Processes Through Which Peer Influences at the Group Level May Affect Socioemotional and Academic Development -- Teacher-Child Experiences at the Dyadic Level -- Teacher-Child Interactions at the Group Level -- Interplay Between Peer and Teacher Experiences -- Conclusions and Future Directions -- References -- School Social Relations and Child Development: Gene-Environment Interplay -- Introduction -- Gene-Environment Interplay -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Methods of Testing Gene-Environment Interplay -- Quantitative Genetic Studies -- Molecular Genetic Studies -- Gene-Environment Interplay: Evidence from Quantitative Genetic Studies -- Quantitative Genetic Studies of Externalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Quantitative Genetic Studies of Internalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Gene-Environment Interplay: Evidence from Molecular Genetic Studies -- Molecular Genetic Studies of Externalizing Problems -- Genetic Main Effects -- Gene-Environment Interplay -- Molecular Genetic Studies of Internalizing Problems.
Genetic Main Effects -- Gene-Environment Interplay -- Conclusion and Future Directions -- References -- The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesized Role of DNA Methylation -- Introduction -- Peer Victimization: A Stressful Experience? -- Biological Embedding of Stress Through the Epigenome -- Early-Life Stress and DNA Methylation -- Emerging Evidence of Associations Between Peer Victimization and DNA Methylation -- Peer Victimization and DNA Methylation: A Focus on Adjustment Difficulties -- Methodological, Biological, and Statistical Considerations -- Conclusion -- References -- Biological Embedding of Peer Experiences: The Contribution of Peer Adversity to Stress Regulation -- Components of Biological Stress-Response Systems -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Interrelations Among Stress-Response Systems -- Theoretical Frameworks of Peer Adversity Effects -- General Developmental Frameworks of Early Adversity Effects -- Specific Frameworks of Peer Adversity Effects -- Intersection of Theoretical Frameworks with Stress-Response Systems -- Empirical Evidence for Peer Adversity Effects -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Future Directions for Research on Biological Embedding of Peer Adversity -- Distinguishing Effects of Specific Types of Peer Adversity on Specific Indexes of Stress-Response Systems -- Tracking Effects of Peer Adversity Over Time -- Exploring Individual, Gender, and Age Differences in the Effects of Peer Adversity -- Linking Biological Embedding of Peer Adversity to Developmental Outcomes -- Integrating Genetics into Peer Adversity Models and Research -- Conclusion -- References -- School Social Relations, Self-Regulation, and Social Decision-Making. Self-Regulation Development and Social Decision-Making -- "Under the Microscope": Social Stress and Dysregulation Within Lab-Based Paradigms -- Interpersonal Stress at School: Implications for Self-Regulation and Social Decision-Making -- Other School-Based Relationships -- Implications for School-Based Intervention -- Summary and Conclusion -- References -- School Social Relationships and Brain Functioning -- Theoretical Foundations -- Empirical Evidence -- Peer Interaction -- Peer Feedback -- Peer Exclusion -- Individual Differences in Temperament or Prior Peer Experiences -- Future Directions -- Implications and Conclusions -- References -- Epilogue: Concluding Commentary -- Recommendations -- Recommendation 1: Study Virtual and In-Person School Social Experiences -- Recommendation 2: Integrating Neurobiological Factors into Prevention and Intervention -- Recommendation 3: Embracing Diversity and Complexity of People and Systems -- Concluding Thoughts -- References -- Index. |
| Record Nr. | UNINA-9910586636503321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Disciplinary literacy and gamified learning in elementary classrooms : questing through time and space / / Leslie Haas, Michelle Metzger, and Jill T. Tussey
| Disciplinary literacy and gamified learning in elementary classrooms : questing through time and space / / Leslie Haas, Michelle Metzger, and Jill T. Tussey |
| Autore | Haas Leslie <1969-> |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (187 pages) |
| Disciplina | 372.6 |
| Collana | Springer Texts in Education |
| Soggetto topico |
Teachers - Training of
Mathematics - Study and teaching Ludificació Aprenentatge basat en el joc Educació primària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-80349-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910544877403321 |
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Haas Leslie <1969->
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Early language learning policy in the 21st century : an international perspective / / edited by Subhan Zein and Maria R. Coady
| Early language learning policy in the 21st century : an international perspective / / edited by Subhan Zein and Maria R. Coady |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (317 pages) |
| Disciplina | 372.65 |
| Collana | Language Policy |
| Soggetto topico |
Language and education
Language policy Education and state Ensenyament de la llengua Educació primària Llenguatge i llengües |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-76251-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Editor Foreword -- Language Policy Book Series: Our Aims and Approach -- Contents -- About the Contributors -- Chapter 1: Introduction to Early Language Learning Policy in the Twenty-First Century -- Early Language Learning Policy: Setting the Scene -- Focus, Rationale and Significance -- Book Overview -- References -- Part I: Providing Access and Strengthening Community -- Chapter 2: Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan -- Introduction -- Historical and Societal Background of the Policy -- Current Primary English Policies -- Issues with Early Language Learning Policies -- English as an Imagined Global Competence-Ambiguous Goal Setting -- The Danger of Making Practical English Part of a High-Stakes, Uniform Accountability System -- Implications -- Conclusion -- References -- Chapter 3: Early Childhood Foreign Language Learning and Teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts -- Introduction -- Serbian Linguistic Ecology and Language Education Policy and Planning -- Language Education Policy, Foreign Language Instruction, and Dominant Language Ideology -- Serbian Foreign Language Education Policy: Overview and Historical Trajectory -- Serbian Language Education Policy in the Twenty-First Century: Reality vs. Vision and Needs -- Conclusions -- References -- Chapter 4: Early Mandarin Chinese Learning and Language-in-Education Policy and Planning in Oceania -- Introduction: Language Diversity of Australia and New Zealand -- Language-in-Education Planning Framework -- Theoretical Debates on Early Language Learning -- Mandarin Language-in-Education Planning in Australia -- Access Policy -- Personnel Policy -- Curriculum Policy -- Community Policy.
Mandarin Language-in-Education Planning in New Zealand -- Access Policy -- Personnel Policy -- Curriculum Policy -- Community Policy -- Common Threads on Early Mandarin Learning in Australia and New Zealand -- Concluding Remarks -- References -- Part II: Redesigning Curriculum and Enhancing Instruction -- Chapter 5: Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia -- Introduction -- Australian National Curriculum: Intercultural Understanding at the Heart of Language Education -- IU and Languages in Australian Early Years Education -- Language Education in Queensland Context -- From Curriculum to Classroom -- Spanish-Speaking Community in Australia -- Early Spanish Language Education in Australia -- Mapping Pedagogical Futures Through Converging Lines of Inquiry -- Conclusion -- References -- Chapter 6: Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives -- Introduction -- History of Arabic in Bangladesh -- Arabic and the Local Linguistic Ecology -- Teaching and Learning of Arabic and Other Foreign Languages -- Arabic in the Education System -- Arabic in Ibtedaye Madrasas -- Curriculum Policy for Arabic -- Discussion and Implications -- Conclusions -- References -- Chapter 7: Early English Language Learning in Tanzania in Relation to Language Policy -- Introduction -- Linguistic Background in Tanzania -- Curriculum Policy -- Language Learning Policies -- Medium of Instruction -- Difficulties Encountered in Early English Learning -- Strategies Adopted for Early English Learning -- Challenges Envisaged Through the 2014 Education and Training Policy -- Implications -- Conclusion -- References -- Part III: Preparing High Quality Teachers -- Chapter 8: Tradition and New Scenarios for Early English Language Learning Policy in Argentina. Beginning of Early English Language Teaching -- Recent Developments -- Challenges and Possibilities -- Conclusion -- References -- Chapter 9: Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors -- Introduction -- Historical Development of Arabic Language Policy -- Ottoman Empire: 1516-1917 -- The British Mandate: 1917-1948 -- Contemporary Policies -- Arabic Policies and Instruction in Arabic Elementary Schools -- Access Policy -- Curriculum Policy -- Methodology and Materials Policy -- Personnel Policy -- Evaluation Policy -- Resource Policy -- Policy on Teaching Arabic as a Second Language in Elementary Hebrew Schools -- Access Policy -- Curriculum Policy -- Methodology and Materials Policy -- Personnel Policy -- Evaluation Policy -- Resource Policy -- Implications and Conclusion -- References -- Chapter 10: Where Have Personnel Policies on Early English Language Learning Taken Us in Mexico So Far? -- A View of the Mexican Linguistic Context -- Mexican Educational System -- Contemporary Mexican English Language Policies -- Early English Language Learning in Mexico -- Personnel Policies Regarding Early English Language Learning -- Personnel Policy Definition -- Personnel Policies on English Language Learning in Mexican Basic Education -- Conflicting Planning Goal 1: Source of Teachers -- Conflicting Planning Goal 2: Teacher Training -- Conflicting Planning Goal 3: The Reward for Teachers -- Identifying Elements and Interrelations Within the System -- Implication and Conclusions -- References -- Documents Reviewed -- Part IV: Connecting Domains Across Language Policy -- Chapter 11: The Context of Schooling for Early Learners of Spanish in the United States -- Linguistic Ecology of the United States -- Sociohistorical Context of Spanish -- Education for Young Learners of Spanish. Additive and Subtractive Bilingual Education -- Language Programs for Young Spanish Learners -- Language-in-Education Planning Framework -- US Programs for Young Spanish Learners -- Spanish for Young Learners in Florida -- Florida Language Context -- Policies in Florida for Young Learners of Spanish -- Preschool Language-in-Education Policies in Florida -- Kindergarten Through Grade 2 Language-in-Education Policies in Florida -- Discussion -- Implications -- References -- Chapter 12: Early Mandarin Learning in South America: Present and Future Directions -- Mandarin in Three South American Countries -- Argentina's Language-in-Education Planning and Policy: A Brief Overview -- Mandarin Chinese in Argentina -- Chile's Language-in-Education Policy and Planning: A Brief Overview -- Chinese, the Language of the Twenty-First Century -- Paraguay's Language-in-Education Policy and Planning: A Brief Overview -- Chinese Diaspora and Community-Driven Mandarin Learning -- Conclusion -- References -- Chapter 13: German Teaching and Learning in Early Years and Primary Schools in the UK -- Policy for Early German Learning in UK -- England -- Wales -- Northern Ireland -- Scotland -- Discussion: Early German Learning Across the UK -- Access Policy -- Community Policy -- Resources and Materials Policy -- Curriculum Policy -- Methodology Policy -- Personnel Policy -- Evaluation Policy -- Conclusions and Recommendations -- References -- Part V: Conclusion -- Chapter 14: Language Policy for Starting Early, Reflections and Considerations -- The Implementation Dilemma -- Centuries and Attitudes -- The State of Things -- Framework: LP = A3 × P4 > -- G6 -- Three Authorisations -- Four Modes of Participation -- Six Goals -- Conclusion -- References -- Correction to: Where Have Personnel Policies on Early English Language Learning Taken Us in Mexico So Far?. Correction to: Chapter 10 in: S. Zein, M. R. Coady (eds.), Early Language Learning Policy in the 21st Century, Language Policy 26, https://doi.org/10.1007/978-3-030-76251-3_10 -- Index. |
| Record Nr. | UNINA-9910733712903321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Exploring Elementary Science Teaching and Learning in Canada / / Christine D. Tippett and Todd M. Milford, editors
| Exploring Elementary Science Teaching and Learning in Canada / / Christine D. Tippett and Todd M. Milford, editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (237 pages) |
| Disciplina | 507.1 |
| Collana | Contemporary Trends and Issues in Science Education Series |
| Soggetto topico |
Science - Study and teaching (Elementary) - Canada
Ensenyament científic Educació primària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031239366
9783031239359 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1, Providing a Space for Canadian Science Education Research -- 2, Changes in Discourse Patterns during Scientific Inquiry: A Co-teaching Model -- 3, Adopting Universal Design for Learning as a Means to Foster Inclusive Science Teaching and Learning -- 4, Science in the Spotlight: What Are Monsters Made Of? (A Performative Inquiry) -- 5, Teaching the Engineering Design Process: Pre-service Teachers’ Professional Development in a Community of Practice -- 6, Is this a course about science? Tensions and Challenges with Engaging Preservice Elementary and Middle Years Teachers in Science Learning -- 7, Professional Learning Using a Blended-Learning Approach with Elementary Teachers Who Teach Science: An Exploration of Processes and Outcomes -- 8, Extending Scientific Literacy through Indigenous Hawaiian Epistemology -- 9, Using Bee-Bots in Early Learning STEM: An Analysis of Resources -- 10, Connecting Children to Nature through Scientific Inquiry: The Impact on Children’s Well-being -- 11, Using Wearable GPS Technology to Explore Children’s Authentic Interest in Nature -- 12, Nature is our Classroom: Place-conscious Pedagogy and Elementary Science Education. . |
| Record Nr. | UNINA-9910686781203321 |
| Cham, Switzerland : , : Springer, Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The First Year at School: An International Perspective [[electronic resource] /] / edited by Peter Tymms, Tiago Bartholo, Sarah Howie, Elena Kardanova, Mariane Campelo Koslinski, Christine Merrell, Helen Wildy
| The First Year at School: An International Perspective [[electronic resource] /] / edited by Peter Tymms, Tiago Bartholo, Sarah Howie, Elena Kardanova, Mariane Campelo Koslinski, Christine Merrell, Helen Wildy |
| Autore | Tymms Peter |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (342 pages) |
| Disciplina | 372 |
| Altri autori (Persone) |
BartholoTiago
HowieSarah KardanovaElena Campelo KoslinskiMariane MerrellChristine WildyHelen |
| Collana | International Perspectives on Early Childhood Education and Development |
| Soggetto topico |
Early childhood education
Education and state Education Clinical psychology Early Childhood Education Educational Policy and Politics Clinical Psychology Educació primària Tests i proves en educació Anàlisi transcultural |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-28589-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Dedication -- Foreword -- Part 1. History of the International Performance in Primary School Indicators project -- Chapter 1. A Reflection on Three Decades of Development -- Chapter 2. The First Year at School. A Perspective from a Personal Standpoint -- Part 2. Introduction. The Challenge of Assessing Young Children’s Progress Fairly and Making Comparisons -- Chapter 3. Educational Assessment of Young Children -- Chapter 4. International Comparative Assessments in Education -- Chapter 5. International Comparative Assessments of Young Children. Debates and Methodology -- Chapter 6. Teachers’ Roles in the Assessment of Young Children -- Part 3. Growth of the International Performance in Primary School Indicators -- Chapter 7. Packing 200 000 Years of Evolution in One Year of Individual Development. Developmental Constraints on Learning in the First Primary School Year -- Chapter 8. Children’s Developmental Levels at the Start of School -- Chapter 9. Progress Made During the First Year at School -- Part 4. The First Year at School. Education Inequality, Poverty and Children’s Cognitive Development -- Chapter 10. Measures of Family Background in the iPIPS Project - Possibilities and Limits of Comparative Studies Across Countries -- Chapter 11. The Association Between Adverse Socio-Economic Circumstances and Cognitive Development within an International Context -- Part 5. Using iPIPS Data for Teaching and Informing Policy -- Chapter 12. Strategies to enhance Pedagogical Use of iPIPS Data and to support Local Government Decision-Making in Brazil -- Chapter 13. Using Assessment Data to Inform Teaching. An Example from Lesotho -- Chapter 14. The Use of iPIPS Data for Policy Assessment, Government Evidence-Based Decision Making and Pedagogical Use by Schools in Russia -- Chapter 15. Using data to inform teaching. An example from the Western Cape, South Africa -- Chapter 16. iPIPS Research Evidence. Case Studies to Promote Data Use -- Part 6. Novel and Unexpected Findings from iPIPS -- Chapter 17. Phonological Processing and Learning Difficulties for Russian First-Graders -- Chapter 18. Name Writing Ability and its Effect on Children Future Academic Attainment -- Chapter 19. The Early Physical-Motor Development Predictors of Young Children’s Mathematics Achievements -- Chapter 20. Inattentiveness Predicts Reading Achievement in Primary School, but with Hyperactivity/Impulsivity it's more Complicated -- Chapter 21. The Effects of Class Composition on First-Graders’ Mathematics and Reading Results. Two Countries’ Cases -- Part 7. Conclusion -- Chapter 22. Reflections and Recommendations. . |
| Record Nr. | UNINA-9910734843603321 |
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Tymms Peter
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Making, Makers, Makerspaces [[electronic resource] ] : The Shift to Making in 20 Schools / / edited by Janette Hughes
| Making, Makers, Makerspaces [[electronic resource] ] : The Shift to Making in 20 Schools / / edited by Janette Hughes |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (206 pages) |
| Disciplina | 370.971 |
| Soggetto topico |
Educational technology
Teachers - Training of Digital Education and Educational Technology Teaching and Teacher Education Educació primària Escoles Reforma de l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031098192
9783031098185 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1.The Makerspace Project -- 2.Inquiry-Based Learning through Making -- 3.Making, Creating and Wellness -- 4.Fostering Global Competencies through Maker Pedagogies -- 5.Empowering Student Leaders in Makerspaces -- 6.The Role of the Teacher Librarian in School Making -- 7. Shifting School Culture through Leadership and Support -- 8.Continuing Professional Learning for Maker-Teachers -- 9.Indigenous Ways of Knowing and Making -- 10.Making Making Accessible to All -- 11.Assessment and Evaluation in the Makerspace. |
| Record Nr. | UNINA-9910588594103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical Cognition and Understanding [[electronic resource] ] : Perspectives on Mathematical Minds in the Elementary and Middle School Years / / edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos
| Mathematical Cognition and Understanding [[electronic resource] ] : Perspectives on Mathematical Minds in the Elementary and Middle School Years / / edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos |
| Autore | Robinson Katherine M |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 372.7019 |
| Altri autori (Persone) |
DubéAdam K
KotsopoulosDonna |
| Soggetto topico |
Mathematics—Study and teaching
Educational psychology Education Children Mathematics Education Educational Psychology Childhood Education Ensenyament de la matemàtica Educació primària Educació secundària Cognició en els infants |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato | Mathematics |
| ISBN | 3-031-29195-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years -- Part I. Cognitive Factors -- 2. Infusing spatial thinking into elementary and middle school mathematics: What, why, and how? -- 3. Understanding the relationship between attention, executive functions, and mathematics: Using a function-specific approach for understanding and remediating mathematics learning -- 4. Instructional support for fact fluency among students with mathematics difficulties -- 5. The development of arithmetic strategy use in the brain -- 6. The role of neuropsychological processes in mathematics: Implications for assessment and instruction -- 7. The interplay between motivation and cognition in elementary and middle school mathematics -- 8. Design principles for digital mathematical games that promote positive achievement emotions and achievement -- Part II. Mathematical Understanding -- 9. The number line in the elementary classroom as a vehicle for mathematical understanding -- 10. Longitudinal approaches to investigating arithmetic concepts across the elementary and middle school years -- 11. Obstacles in the development of the understanding of fractions -- 12. The role of groundedness and attribute on students’ partitioning of quantity -- 13. Designing worked examples to teach students fractions -- 14. Developing fraction sense in students with mathematics difficulties: From research to practice -- Index. |
| Record Nr. | UNINA-9910728938003321 |
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Robinson Katherine M
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical Stories II - Recursion, Divisibility and Proofs [[electronic resource] ] : For Gifted Students in Primary School / / by Susanne Schindler-Tschirner, Werner Schindler
| Mathematical Stories II - Recursion, Divisibility and Proofs [[electronic resource] ] : For Gifted Students in Primary School / / by Susanne Schindler-Tschirner, Werner Schindler |
| Autore | Schindler-Tschirner Susanne |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (X, 67 p. 7 illus.) |
| Disciplina | 910.02 |
| Collana | Springer essentials |
| Soggetto topico |
Mathematics
Mathematics - Study and teaching Mathematics Education Ensenyament de la matemàtica Educació primària |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-38611-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910698640403321 |
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Schindler-Tschirner Susanne
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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