Results 21 to 30 of about 6,670 (189)

Unveiling student sentiment dynamics toward AI‐based education through statistical analysis and Monte Carlo simulation

British Educational Research Journal, EarlyView.
Abstract This study explores the multifaceted dynamics of student sentiment towards artificial intelligence (AI)‐based education by integrating sentiment analysis techniques with statistical methods, including Monte Carlo simulations and decision tree modelling, alongside qualitative grounded theory analysis.
Volkan Duran, Ercümend Ersanlı, Hurinur Çelik   +2 more
wiley   +1 more source

Early Literacy and Numeracy Matters [PDF]

, 2013
The beginning of literacy and numeracy development is embedded in the everyday communications, actions, thoughts and drawings of babies, toddlers and young children. Parents and the home learning environment are critically important in the development of both.
openaire   +2 more sources

School readiness and the good level of development: Policy constructions in English early childhood education

British Educational Research Journal, EarlyView.
Abstract This paper critically analyses how school readiness has been historically and discursively constructed in Early Childhood Education (ECE) policy in England over the past four decades. Using Bacchi's ‘What's the Problem Represented to be?’ framework and Foucauldian concepts of governmentality, the paper explores how school readiness has shifted
Louise Kay
wiley   +1 more source

Building Early Numeracy Skills: A Literature Review of Numeracy Learning Implementation in Early Childhood

Didaktika: Jurnal Kependidikan
Numeracy skills are basic skills that are important to be developed from an early age because they play a role in forming logical thinking skills, problem solving, and children's learning readiness at the next level of education. Numeracy learning in early childhood education needs to be implemented in accordance with the characteristics of child ...
Siti Anastasya Putri, null Hapidin, Sri Wulan   +2 more
openaire   +1 more source

How far behind in number are socioeconomically disadvantaged pupils when they start school in England?

British Educational Research Journal, EarlyView.
Abstract This paper examines the gap in number skills between socioeconomically disadvantaged and non‐disadvantaged children in the first year of compulsory schooling in England. Past research mostly relies on statutory assessment data collected towards the end of the first year of school and does not show the attainment gap associated with ...
Martin Culliney, Joanne Robson
wiley   +1 more source

Prenatal Prescription Opioid Analgesic Exposure and Academic Performance in Third Grade Children: A Population-Based Cohort Study. [PDF]

BJOG
ABSTRACT Objective To evaluate the association between prenatal exposure to opioids analgesics and academic performance in third grade children. Design Population‐based cohort study using linked data from New South Wales birth records, medicine dispensing data, and national standardised test results.
Varney B, Zoega H, Gillies MB, Bruno C, Havard A, Shand A, Nassar N, Brett J.   +7 more
europepmc   +2 more sources

Early numeracy in cerebral palsy: review and future research. [PDF]

Developmental medicine and child neurology, 2011
Children with cerebral palsy (CP) often have problems with arithmetic, but the development of numerical abilities in these children has received onlyminor attention. In comparison, detailed accounts have been written on the arithmetic abilities of typically developing children, but a theoretical framework is still lacking.
Rooijen, M. van, Verhoeven, E.W.M., Steenbergen, B.   +2 more
openaire   +4 more sources

Bridging home, school and community to address educational inequality: Supporting educational trajectories through community bridge work

British Educational Research Journal, EarlyView.
Abstract This paper explores the role of community stakeholders in supporting the educational trajectories of students experiencing socio‐economic disadvantage in the Irish context. Building on international and national policy debates, the study examines how community‐based organisations, statutory services and outreach initiatives work alongside ...
Aoife Joy Keogh, Deirdre McGillicuddy
wiley   +1 more source

‘Sometimes, I would look at my books and cry because I felt like I was left behind’: Understanding the learning of Indigenous girls during the COVID‐19 pandemic in the districts of Chongwe and Solwezi in Zambia

British Educational Research Journal, EarlyView.
Abstract Grounded in principles of epistemic justice, this article examines the educational impacts of Zambia's COVID‐19 school closures on Indigenous girls in two districts and highlights community‐led pathways for resilience. National responses prioritised broadcast and digital delivery but presupposed access to electricity, digital devices and ...
Marcellus Forh Mbah, Leigh Jarvis, Ane Turner Johnson, Chidi Ezegwu, Priscillah Nsama, Austine Nakanga   +5 more
wiley   +1 more source

Beyond standardisation, subjects and syllabi: How primary schools organise for arts richness in an era of curriculum reform

British Educational Research Journal, EarlyView.
Abstract As England embarks on its first comprehensive curriculum review in fifteen years, this paper offers critical insights from schools that sustained arts‐rich provision despite a policy landscape hostile to creative subjects. Drawing on data from the Researching Arts‐rich Primary Schools (RAPS) project—a mixed‐methods study of 76 arts‐rich ...
Pat Thomson, Christine Hall
wiley   +1 more source