Results 141 to 150 of about 81,283 (218)

Civilising pedagogies: An ethnography of instructional and regulative discourses in government schools in Delhi, India

British Educational Research Journal, EarlyView.
Abstract Over the years, surveys and data on learning outcomes have consistently shown inadequate levels of learning in schools in India, witnessing a further decline in recent years. Studies within the sociology of education have consistently highlighted the overarching role of class and caste on learning outcomes in schools. Neoliberal policy reforms
Akshita Rawat
wiley   +1 more source

Adapting competence development to multicultural healthcare teams: a qualitative study of the International Caregiver Development Programme (ICDP) in nursing homes. [PDF]

BMC Nurs
Holmsen LC, Tveit B, Skar AS, Hem MH.
europepmc   +1 more source

A systematic review of second language (L2) student writers' metacognitive experiences

British Educational Research Journal, EarlyView.
Abstract This systematic review synthesises empirical evidence on second language (L2) student writers' metacognitive experiences (MEs) across different classroom‐based L2 learning contexts in peer‐reviewed academic journals. A comprehensive search of six databases (Scopus, APA PsycINFO, British Education Index, ERIC subscription, Education Source and ...
Zhe Li, Jing Wu, Allen Thurston, Joanne O'Keeffe   +3 more
wiley   +1 more source

Investigating the effects of formative assessment on EFL students' achievement and motivation: a Self-Determination Theory perspective. [PDF]

Front Psychol
Zhang H, Quan J, Zhang N, Zhang L.
europepmc   +1 more source

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

The shifting landscape of vaccine discourse: Insights from a decade of pre- to post-COVID-19 vaccine posts on social media. [PDF]

PLoS One
Gyawali N, Caragea D, Caragea C, Mohammad SM.   +3 more
europepmc   +1 more source

Parental involvement and engagement during COVID‐19 lockdowns: School staff and parents' reflections about children's learning at home

British Educational Research Journal, EarlyView.
Abstract Valuing parental engagement, as part of home–school collaboration, can benefit children's learning. This article focuses on parents and school‐based staff's (N = 120) experiences of children's learning occurring at home during the COVID‐19 lockdowns (2020–2021), both school‐mandated and other learning activities.
Ashley Brett, Bonny L. Hartley, Deborah Wallace, Adewale Magaji, Lorraine Smith, Rachel Wolfendale   +5 more
wiley   +1 more source

Enhancing Upper Secondary Students' Situational Engagement and Cognitive Prerequisites of Learning Through the Physically Active Academic Lessons Intervention: Protocol for a Mixed Methods Cluster Randomized Individual Crossover Trial. [PDF]

JMIR Res Protoc
Syväoja HJ, Takalo S, Kukko T, Salmela N, Hakonen H, Kulmala J, Lindfors H, Oksanen H, Räsänen P, Mäkitalo K, Tammelin TH.   +10 more
europepmc   +1 more source

The impact of trauma‐informed teacher education

British Educational Research Journal, EarlyView.
Abstract In this study, two cohorts of university students in an employment‐based teacher education course undertook trauma‐informed education training embedded within their coursework to enhance their preparedness to work with diverse learners and their self‐efficacy for trauma‐informed teaching. With increased calls for teacher preparation programmes
Michael Witter, Tom Brunzell, Tanjin Ashraf   +2 more
wiley   +1 more source

Sub-groups of spoken language and broader communication skills in a large heterogenous cohort of minimally verbal school-age children: evidence of discrepant profiles. [PDF]

Mol Autism
Saul J, Cooke M, Munaweera S, Matthews D.   +3 more
europepmc   +1 more source