Results 121 to 130 of about 41,370 (308)

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

British Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti, Gabrielle Coppola, Cristina Semeraro, Rosalinda Cassibba, Paola Palladino, Matteo Gatti, Pasquale Musso   +6 more
wiley   +1 more source

From parent–teacher collaboration to young children's numeracy skills: An examination of the underlying mechanisms

British Journal of Educational Psychology, EarlyView.
Abstract Background Growing evidence shows that parent–teacher collaboration benefits parents and their children. Yet, there is limited understanding of whether and how parent–teacher collaboration contributes to children's early numeracy skills. Aims This study examined whether parent–teacher collaboration is linked to children's early numeracy skills
Melissa Pearl Caldwell, Bertha H. C. Kum, Pui Shan Yip, Tik Sze Carrey Siu, Joyce Lok Yin Kwan, Sum Kwing Cheung   +5 more
wiley   +1 more source

The risk and resilience factors associated with secondary traumatic stress in school personnel: A scoping review

British Journal of Educational Psychology, EarlyView.
Abstract Background School personnel bear the emotional burden of students' trauma. Secondary traumatic stress (STS), resulting from indirect trauma exposure, impacts well‐being and job performance through PTSD‐like symptoms, making addressing STS in schools a critical priority.
Paul Gordon, Lisa Jane Rodgers, Martin Dempster, Donncha Hanna   +3 more
wiley   +1 more source

Where to Put the Kids? Effects of Type of Non-parental Child Care on Pre-teen Skills and Risky Behavior [PDF]

This paper investigates pre-teenage effects of the choice of type of non-parental child care at age three (preschool relative to more informal family day care).
Simonsen, Marianne, Datta Gupta, Nabanita   +1 more
core  

Are teachers' knowledge of dyslexia, perceived teaching ability and warmth during teaching related to Chinese students' reading development?

British Journal of Educational Psychology, EarlyView.
Abstract Background Teachers' characteristics have been linked to their students' reading development. However, previous research has primarily focused on the early phase of reading development in Western societies. Aims We examined the associations between teachers' knowledge of dyslexia, perceived ability to teach reading and warmth during teaching ...
Anna Jia‐Jun Zhang, Tomohiro Inoue
wiley   +1 more source

The developmental trajectories of working memory updating from early childhood to adolescence: A meta‐analysis

British Journal of Psychology, EarlyView.
Abstract Working memory updating is a crucial cognitive function for learning and academic achievement that develops significantly throughout childhood and adolescence. Despite the varieties of existing tasks to measure children's working memory updating, its overall developmental trajectory and task‐specific developmental patterns remain inadequately ...
Ye Song, Chen Cheng
wiley   +1 more source

A Scoping Review of Teacher–Parent Collaboration for Communicative Development in Students With Intellectual Disabilities

British Journal of Learning Disabilities, EarlyView.
ABSTRACT Background Children with intellectual disabilities have the right to express themselves and to receive appropriate communicative support. Parents' knowledge, shaped through daily interactions and long‐term observation, is essential for understanding and supporting communicative development. Yet, such knowledge is seldom systematically embedded
Kamilla Klefbeck
wiley   +1 more source

Childcare Policy and Cognitive Outcomes of Children: Results from a Large Scale Quasi-Experiment on Universal Childcare in Canada [PDF]

Effects of a low-fee universal childcare policy, initiated in Québec, the second most populous province in Canada, on the cognitive development of preschool children are estimated with a sample of 4- and 5-year-olds (N=8,875; N=17,154). In 1997, licensed
Matthieu Verstraete, Philip Merrigan, Pierre Lefebvre   +2 more
core  

An extension of the basic local independence model to multiple observed classifications

British Journal of Mathematical and Statistical Psychology, EarlyView.
Abstract The basic local independence model (BLIM) is appropriate in situations where populations do not differ in the probabilities of the knowledge states and the probabilities of careless errors and lucky guesses of the items. In some situations, this is not the case. This work introduces the multiple observed classification local independence model
Pasquale Anselmi, Debora de Chiusole, Egidio Robusto, Alice Bacherini, Giulia Balboni, Andrea Brancaccio, Ottavia M. Epifania, Noemi Mazzoni, Luca Stefanutti   +8 more
wiley   +1 more source

A systematic review and meta‐analysis of school‐based interventions for PTSD and trauma‐related symptoms: what effective elements they have in common?

Child and Adolescent Mental Health, EarlyView.
Background Schools provide critical support for students exposed to traumatic experiences, with school‐based trauma interventions demonstrating reductions in posttraumatic stress symptoms. However, heterogeneity in design, implementation, and efficacy of existing interventions makes it challenging to select suitable interventions and to understand ...
Kirsten Rowlinson, Lucinda Grummitt, Isabelle Lynch, Chloe Conroy, Ivana Kihas, Erin Kelly, Emma L. Barrett   +6 more
wiley   +1 more source