Results 251 to 260 of about 4,376,023 (351)

Experiences in times of COVID‐19: Home‐life, social connections, and schooling for Aotearoa New Zealand children

British Educational Research Journal, EarlyView.
Abstract The impact of the COVID‐19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far‐reaching effects. This study investigated the experiences of 10‐year‐old children (n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic ...
Kane Meissel, Molly Grant, Elizabeth R. Peterson, Caroline Walker, Rebecca J. Evans, John Fenaughty, Carin Napier, Pat Bullen, Nandini Dubey, Susan M. B. Morton   +9 more
wiley   +1 more source

Homonyms and context in signalling game with reinforcement learning. [PDF]

PLoS One
Lipowska D, Lipowski A, Ferreira AL.
europepmc   +1 more source

Does school matter for children's cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India

British Educational Research Journal, EarlyView.
Abstract This paper reports on the findings of a natural experiment based on a sample of 1123 children aged 4–8 from the provinces of Punjab in Pakistan, and Gujarat in India. It looks at the impact of attendance (or not) in early schooling on the cognitive and social–emotional development of young children.
Nadia Siddiqui, Stephen Gorard, Smruti Bulsari, Beng See, Pauline Dixon, Saba Saeed, Hamza Safaraz, Kiran Pandya   +7 more
wiley   +1 more source

Exploring the effects of artificial intelligence on student and academic well-being in higher education: a mini-review. [PDF]

Front Psychol
Klimova B, Pikhart M.
europepmc   +1 more source

From silence to academic engagement: How refugee children with disabilities access learning through inclusive ‘artful’ schools in Canada

British Educational Research Journal, EarlyView.
Abstract Many newcomer children spend a ‘silent year’ in elementary school classrooms while they adjust to a new culture and language. This often delays inclusion in learning and forming friendships with peers. For refugee children with disabilities (RCDs) this phase may last for 3 years or more, impacting their mental health and sense of belonging ...
Susan Barber
wiley   +1 more source

Foreign language enjoyment in language learning from a positive psychology perspective: a scoping review. [PDF]

Front Psychol
Wu W, Kabilan MK.
europepmc   +1 more source

The five‐year itch: Motivational factors that influence the career decisions of early career teachers in England

British Educational Research Journal, EarlyView.
Abstract Teacher retention in England continues to be in a state of decline, with early career teachers (ECTs) most at risk of leaving the profession. High attrition rates create an unstable and unsustainable workforce, which negatively affects the educational development of young people. The purpose of this paper was to explore the career‐related push
Thomas Procter‐Legg, Rebecca J. S. Snell, Robert M. Klassen   +2 more
wiley   +1 more source

Adoptive parent linguistics: Links to adoptees' relationships with their birth mother. [PDF]

Child Fam Soc Work
Wright AW, Lo AYH, McGinnis H, Leslie C, Grotevant HD.   +4 more
europepmc   +1 more source

“I get by with a little help from my friends”: The importance of peer‐led emotion work during the primary to secondary school transition

British Educational Research Journal, EarlyView.
Abstract School children experience a range of normative transitions throughout their compulsory education, with the transition from primary to secondary school seen as the most intensive and challenging. While this transition is well researched, the focus of such work has been labelled disparate and lacking in terms of its focus on the pupils ...
Peter Wood, Dave Putwain, Pedro Freitas Fernandes   +2 more
wiley   +1 more source