Results 151 to 160 of about 515 (205)

Risk Assessment in Peacekeeping: Are Visual Sparse Models Transparent?

Risk Analysis, Volume 46, Issue 9, September 2026.
ABSTRACT Decision and risk analysis tools must be accurate and transparent. Classification trees, especially sparse ones, and other visual models, such as scorecards or risk tables, have been claimed to strike this balance. There is, however, little empirical evidence for the transparency of such models. We derive relevant hypotheses and test them in a
Niklas Keller, Uwe Czienskowski, Harald Schaub, Konstantinos V. Katsikopoulos   +3 more
wiley   +1 more source

Education research: Getting started

Teaching Statistics, Volume 48, Issue S1, Page S53-S66, Summer 2026.
Abstract Statistics education research advances knowledge, informs teaching practices, and improves learning outcomes, but how does a higher education statistics educator get started in research? A panel discussion at the inaugural UK Conference on Teaching Statistics (UKCOTS) in 2024 addressed this challenge.
Jenny Terry, Laura Le, Rhys Jones, Jamie C. Sergeant, Bruce Dunham, Elinor Jones   +5 more
wiley   +1 more source

Promoting Women to Managerial Roles in the Bangladeshi Garment Sector

Econometrica, Volume 94, Issue 5, Page 1685-1716, September 2026.
Women remain disadvantaged in promotion to managerial positions. We conduct a field experiment with 24 large garment factories in Bangladesh to test for inefficient representation of women among line supervisors. We identify the marginal female and male candidates for supervisory positions and randomly assign them to manage production lines.
Rocco Macchiavello, Andreas Menzel, Atonu Rabbani, Christopher Woodruff   +3 more
wiley   +1 more source

Late‐Breaking Abstract Presentations

Pregnancy, Volume 2, Issue S2, September 2026.
wiley   +1 more source

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Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development

Journal of Experimental Child Psychology, 2011
The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL).
Christopher Lonigan, David Purpura
exaly   +3 more sources

Individual Differences in Early Numeracy

Journal of Psychoeducational Assessment, 2009
In this study, the question was raised how basic cognitive processes are related to math abilities and how it can be best determined which children are at risk for developing those disabilities. The role of four distinct basic processes in the development of early mathematics was investigated: executive functions, fluid intelligence, subitizing, and ...
Kroesbergen, E.H., van Luit, J.E.H., van Lieshout, E.C.D.M., van Loosbroek, E., van de Rijt, B.A.M.   +4 more
exaly   +5 more sources

Parents' numeracy beliefs and their early numeracy support: A synthesis of the literature

2021
Parents' academic beliefs influence the academic support they provide to their children. In this chapter, we review the published literature on empirical studies conducted with parents of preschoolers and propose a conceptual model for how different parental numeracy beliefs uniquely and differentially influence parents' early numeracy support and vary
Ashli-Ann, Douglas, Erica L, Zippert, Bethany, Rittle-Johnson   +2 more
openaire   +2 more sources

The Development of Early Numeracy in Europe

Journal of Early Childhood Research, 2003
This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit,
van de Rijt, B.A.M., Godfrey, R., Aubrey, C., van Luit, J.E.H., Ghesquiere, P., Torbeyns, J., Hasemann, K., Tancig, S., Kavkler, M., Magajna, L., Tzouriadou, M.   +10 more
openaire   +2 more sources

Early Numeracy Indicators

Remedial and Special Education, 2016
Two studies using similar methods in two states investigated the long-term predictive utility of two single-skill early numeracy Curriculum Based Measures (CBMs) and the degree to which they can adequately predict high-stakes test scores. Data were drawn from kindergarten and first-grade students. State standardized assessment data
Sarah J. Conoyer, Anne Foegen, Erica S. Lembke   +2 more
openaire   +1 more source

Early Numeracy Development

2021
This chapter provides information on how young children first develop number concepts and skills. The material provides the foundation for the following chapter on number skills in pre-schools and kindergartens. Key topics are: number sense, concept development, theories of numeracy development, the role of language.
openaire   +1 more source