Results 291 to 300 of about 1,035,562 (369)

Eye-tracking context formality effects in German and Japanese sentence processing. [PDF]

Sci Rep
Pescuma VN, Haneda K, Ito A, Maquate K, Knoeferle P.   +4 more
europepmc   +1 more source

Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices

British Educational Research Journal, EarlyView.
Abstract Given the vital role of teachers in inclusive education, there has been growing interest in teacher‐related factors that influence their intentions to teach in inclusive classrooms and their inclusive practices. Based on Ajzen's theory of planned behaviour, we investigated the relationship between teachers’ affective attitudes towards ...
İpek Gülsün, Olli‐Pekka Malinen, Akie Yada, Hannu Savolainen   +3 more
wiley   +1 more source

Food banks in schools in England

British Educational Research Journal, EarlyView.
Abstract This article investigates the number and distribution of food banks in schools in England. Drawing on a novel source of nationally representative data, we show that one in five schools operate a food bank. This amounts to over 4000 school‐based food banks across the country.
William Baker, George Leckie, Cathryn Knight   +2 more
wiley   +1 more source

The Indo-European Cognate Relationships dataset. [PDF]

Sci Data
Anderson C, Scarborough M, Jocz L, Kümmel MJ, Jügel T, Irslinger B, Pooth R, Liljegren H, Strand RF, Haig G, Geupel U, Macak M, Kim RI, Anonby E, Pronk T, Belyaev O, Dewey-Findell TK, Boutilier M, Freiberg C, Tegethoff R, Serangeli M, Stroński K, Falileyev A, Liosis N, Schulte K, Gupta GK, Izadifar R, Markus P, Williams N, Loi S, Sims-Williams N, Findell M, Adibifar S, Abete G, Atanasov P, Baiwir E, Bastardas MR, Benkato A, Bevevino LS, Buchi É, Cadorini G, Cathcart C, Cheveau L, Christodoulou C, Delorme J, Dworkin SN, Ekici D, Farridnejad S, Gheitasi M, Hammarström H, Hewitt S, Khan AA, Khan MK, Khokhlova L, Kim D, Lewin C, Lushaj B, Mahmoudveysi P, Mahommadirad M, Mersch S, Mustafa B, Nemati F, Nourzaei M, Muircheartaigh PÓ, Oogjen V, Ourang M, Pagan H, Palmer TS, Pepper S, Purandare M, Rehman K, Rhys G, Røyneland U, Sagar MZ, Sandstedt JJ, Steensland L, Taheri-Ardali M, Talebi-Dastenaei M, Tittel S, Tresoldi T, de Vaan M, Verkerk A, Versloot A, Videsott P, Vuletić N, Widmer M, Zeini A, Bibiko HJ, Runge F, Gray RD, Heggarty P.   +90 more
europepmc   +1 more source

Subword-Based Comparative Linguistics across 242 Languages Using Wikipedia Glottosets [PDF]

Iaroslav Chelombitko, Mika Hämäläinen, Aleksey Komissarov   +2 more
openalex  

Teacher‐makers and teacher‐breakers: (Re)defining how status and safety influence trajectories into and away from teaching

British Educational Research Journal, EarlyView.
Abstract This paper uses empirical data from a longitudinal qualitative study conducted with aspirant teachers in England to propose (re)definitions of the concepts of ‘status’ and ‘safety’ as a framework with which to understand and improve teacher recruitment.
Emily MacLeod
wiley   +1 more source

Retention among newly qualified second‐year teachers: The reception–integration model

British Educational Research Journal, EarlyView.
Abstract Drawing on organisational socialisation theory, the study seeks to explore the mechanisms that foster retention among second‐year teachers. This examination considered these novice teachers' experiences during their first year of teaching, with a particular emphasis on the reception they encountered as they entered the teaching profession, as ...
Rinat Arviv Elyashiv, Ainat Guberman, Gal Ben‐Yehudah   +2 more
wiley   +1 more source

The psychometric status of child language assessment tools in South Africa's official languages. [PDF]

S Afr J Commun Disord
Southwood F, Brönn C, Brookes HJ, Defty C, Kruger H.   +4 more
europepmc   +1 more source

How does dialogic teaching facilitate students' creative thinking? Evidence from a sequential analysis of teacher–student dialogue in primary language classrooms

British Educational Research Journal, EarlyView.
Abstract Dialogic teaching has been shown to be beneficial for students' learning and achievement. However, few studies have investigated how dialogic teaching may foster students' creative thinking in the classroom. This study examined the sequential patterns of classroom dialogue associated with students' creative thinking.
Yang Tao, Deliang Wang, Gaowei Chen
wiley   +1 more source

A solid base for scaling up: the structure of numeration systems. [PDF]

Philos Trans R Soc Lond B Biol Sci
Pelland JC, Greenhill SJ, Walworth M, Bender A.   +3 more
europepmc   +1 more source