Results 151 to 160 of about 22,500 (254)

Young children's right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education

British Educational Research Journal, EarlyView.
Abstract In early childhood education many researchers and professionals across the world have embraced the United Nations Convention on the Rights of the Child's requirement to include young children in decision‐making. In the context of ongoing discussion about young children's capacity to share their views and opinions about matters affecting them ...
Laura Lundy, Colette Murray, Kylie Smith, Carmel Ward   +3 more
wiley   +1 more source

How is GIST to be pronounced? Like a ginger. [PDF]

Turk J Surg
Urabe M.
europepmc   +1 more source

String Figuring young children's perspectives of quality in English early childhood education and care

British Educational Research Journal, EarlyView.
Abstract Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality.
Nikki Fairchild, Éva Mikuska
wiley   +1 more source

From toxicity to conformity: adaptive user behavior to social norms in Telegram communities. [PDF]

Sci Rep
Alvisi L, Popa V, Cola G, Tardelli S, Tesconi M.   +4 more
europepmc   +1 more source

Listening to Hong Kong children's perspectives through pretend play

British Educational Research Journal, EarlyView.
Abstract Quality in early childhood education and care (ECEC) has become an increasing concern in recent years. The issue has been regularly discussed by different stakeholders. However, the rising concern regarding quality in ECEC has not seriously taken into account children's perspectives.
Suzannie K. Y. Leung
wiley   +1 more source

Reception Baseline Assessment and ‘small acts’ of micro‐resistance

British Educational Research Journal, EarlyView.
Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes, Diana Sousa, Siew Fung Lee   +2 more
wiley   +1 more source

Redefining the norms: an interdisciplinary perspective on language testing in multilinguals with acquired and progressive neurogenic disorders. [PDF]

Alzheimers Dement (Amst)
Hausmann A, García AM, Costa AS, Bose A, Tee BL, Rivera-Fernandez C, Europa E, Kavé G, Sung JE, de Oliveira MO, Wigdorowitz M, Garraffa M, Carthery-Goulart MT, Kleiman MJ, Friedmann N, Diouny S, Franzen S, Toniolo S, Grasso S, Bak TH, Borghesani V.   +20 more
europepmc   +1 more source

The Logic of Variation. A cross-linguistic account of wh-question formation

, 2005
Generative linguists and categorial grammarians aim to develop a system of Universal Grammar to explain structural variation across languages while at the same time accounting for uniformity in interpretation. The generative tradition has provided a broad empirical perspective on cross-linguistic diversity.
openaire   +3 more sources

Listening to young children with disabilities: Experiences of quality in mainstream primary education

British Educational Research Journal, EarlyView.
Abstract All children should have access to quality education through a child‐centred pedagogy. An inclusive, child‐centred pedagogy uses a strength‐based view of children that recognises each child as unique and competent, providing children with multiple opportunities to explore and learn at their own pace.
Katherine Gulliver
wiley   +1 more source

Activism as education in and through the youth climate justice movement

British Educational Research Journal, EarlyView.
Abstract Young people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in‐depth, semi‐structured interviews with 16 US climate justice activists (aged 15–17) to address ...
Carlie D. Trott
wiley   +1 more source