Results 141 to 150 of about 2,361 (202)

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

British Educational Research Journal, Volume 52, Issue 4, Page 2903-2920, August 2026.
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

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

British Educational Research Journal, Volume 52, Issue 4, Page 2986-3018, August 2026.
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, Volume 52, Issue 4, Page 3131-3154, August 2026.
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

The Scope of Numeracy

Numeracy, 2008
H.L. Vacher, Dorothy Wallace
openaire   +3 more sources

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

British Educational Research Journal, Volume 52, Issue 4, Page 3112-3130, August 2026.
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

Children's food activism: Reflections on knowledge and responsibility

British Educational Research Journal, Volume 52, Issue 4, Page 2408-2427, August 2026.
Abstract Children as activists have become more prominent in recent years. Their activism is manifest in relation to conspicuously political topics such as Black Lives Matter, voting rights, being able to air their views or protesting against injustices related to race, culture and other identities. Less often, if at all, do children engage politically
Sharon Hunter, Claire Cassidy, Laura Colucci‐Gray, Donald Gray, Kirsten Darling‐McQuistan, Stephen Day, Kirsten Leask, Bob Donald   +7 more
wiley   +1 more source

Exploring Patterns and Associated Factors of Physical Inactivity in Adolescents: A Cross‑Sectional Study

Health Science Reports, Volume 9, Issue 8, August 2026.
ABSTRACT Background and Aims Physical inactivity is highly prevalent among adolescents and poses long‐term health risks. Understanding how individual characteristics are associated with inactivity may help inform the development of tailored interventions.
Claire Chenwen Zhong, Zehuan Yang, Mingtao Chen, Zhaojun Li, Vera M. W. Keung, Amelia Lo, Calvin Cheung, Junjie Huang, Martin C. S. Wong   +8 more
wiley   +1 more source

Academic Resilience in Contexts of Inequality: Motivational and Self‐Efficacy Profiles of Disadvantaged High Achievers

Journal of Adolescence, Volume 98, Issue 6, Page 1939-1956, August 2026.
ABSTRACT Introduction Socioeconomic disparities in academic achievement are well‐documented in France and emerge early in schooling. Yet, a subset of students from socioeconomically disadvantaged backgrounds attains high academic performance, challenging deterministic accounts of educational inequality.
Margot Rémeau, Gaël Raffy, Grégoire Borst   +2 more
wiley   +1 more source

How AI‐Generated Feedback Hinders or Helps Learning: A Heterogeneous TNA Study of Learning Dynamics

Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026.
ABSTRACT Background Despite growing integration of generative AI in educational settings, little is known about whether and to what extent AI‐generated real‐time feedback can support first‐grade students in solving multimodal mathematical tasks. Objectives Our study aims to examine student–AI feedback dynamics from a process‐oriented perspective ...
Sonsoles López‐Pernas, Kamila Misiejuk, Mohammed Saqr   +2 more
wiley   +1 more source

Why Financial Literacy Matters for Dental Students: Reducing Debt Account Aversion to Improve Debt Management

Journal of Dental Education, Volume 90, Issue 8, Page 1237-1244, August 2026.
ABSTRACT Objectives In South Korea, dental graduates frequently incur substantial debt to establish private practices; however, formal financial education is rarely incorporated into undergraduate dental curricula. This study examines whether undergraduate dental students exhibit debt account aversion (DAA)—a cognitive bias in which small debts are ...
Junsu Park, Jungjoon Ihm
wiley   +1 more source