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Simple Search
Hits 1 – 15 of 15
1
Sexuelle Übergriffe in Schulen aus der Sicht von Schülerinnen und Schülern. Zusammenhänge zum Erleben von Schule und der Bereitschaft zur Hilfesuche ...
Hofherr, Stefan
;
Kindler, Heinz
. - : Beltz Juventa, 2018
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2
Predictors of bullying and victimisation in children with attention-deficit/hyperactivity disorder ... : Napovedovalci ustrahovanja in viktimizacije otrok z motnjo pozornosti s hiperaktivnostjo ...
Zic Ralic, Anamarija
;
Cvitkovic, Daniela
;
Sekusak-Galesev, Snjezana
. - : University of Ljubljana, 2018
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3
Effet de l’émotion sur l’orthographe d’élèves d’école primaire ... : Der Effekt von Emotionen auf die Rechtschreibung von Primarschülerinnen und Primarschülern ...
Largy, Pierre
;
Simoës-Perlant, Aurélie
;
Soulier, Lucille
. - : Academic Press, 2018
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4
EL ORIGEN Y TRAYECTORIA DE LA METÁFORA NIÑA DEL OJO EN ESPAÑOL
Rocío Cruz Ortiz
In: Tonos Digital; NÚMERO 34 - ENERO 2018 (2018)
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5
Sexuelle Übergriffe in Schulen aus der Sicht von Schülerinnen und Schülern. Zusammenhänge zum Erleben von Schule und der Bereitschaft zur Hilfesuche
Hofherr, Stefan
;
Kindler, Heinz
In: Andresen, Sabine [Hrsg.]; Tippelt, Rudolf [Hrsg.]: Sexuelle Gewalt in Kindheit und Jugend. Theoretische, empirische und konzeptionelle Erkenntnisse und Herausforderungen erziehungswissenschaftlicher Forschung. Weinheim; Basel : Beltz Juventa 2018, S. 95-110. - (Zeitschrift für Pädagogik. Beiheft; 64) (2018)
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6
Predictors of bullying and victimisation in children with attention-deficit/hyperactivity disorder ; Napovedovalci ustrahovanja in viktimizacije otrok z motnjo pozornosti s hiperaktivnostjo
Zic Ralic, Anamarija
;
Cvitkovic, Daniela
;
Sekusak-Galesev, Snjezana
In: CEPS Journal 8 (2018) 4, S. 63-88 (2018)
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7
Effet de l’émotion sur l’orthographe d’élèves d’école primaire ; Der Effekt von Emotionen auf die Rechtschreibung von Primarschülerinnen und Primarschülern
Largy, Pierre
;
Simoës-Perlant, Aurélie
;
Soulier, Lucille
In: Schweizerische Zeitschrift für Bildungswissenschaften 40 (2018) 1, S. 191-216 (2018)
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8
Bildungssprache im Kontext von Mehrsprachigkeit: eine Untersuchung von Berichtstexten ein- und mehrsprachiger Schüler
Haberzettl, Stefanie
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 11 ; 1 ; 61-79 ; (Vor-)Schulkinder mit Deutsch als Zweitsprache im Fokus von Spracherwerbsforschung und Sprachdidaktik (2018)
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9
Discourse analysis: a tool for helping educators to teach science
Efthimiou, George
;
Piliouras, Panagiotis
;
Plakitsi, Katerina
In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 18 ; 1 ; 28 ; Analyzing narratives across media (2018)
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10
The effectiveness of online and on-to-one tutoring in the writing center on the students' achievement: a multiple case study
Al Chibani, Wessam
In: International Letters of Social and Humanistic Sciences ; 41 ; 192-197 (2018)
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11
Student voice in secondary schools : purpose, value and characteristics
Cato, Nigel
. - 2018
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12
Student voice in secondary schools : purpose, value and characteristics
Cato, Nigel
. - 2018
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13
Student voice in secondary schools : purpose, value and characteristics
Cato, Nigel
. - 2018
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14
Student Stories about Mathematics: A tool to understand more about the teaching and learning of mathematics
Brennan, Jean
. - 2018
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15
Good in theory, bad in practice: practitioners’ perspectives on the early years pupil premium in England
Brown, Zeta
In: 1 ; 12 (2018)
Abstract:
The paper investigates practitioners’ perspectives on the Early Years Pupil Premium (EYPP) in England. The paper considers what practitioners in one Local Authority (LA) think now that the funding has passed its infancy. Specifically, does EYPP funding help ‘close the gap’ for disadvantaged 3- to 4-year olds? Q-methodology was used to identify practitioners’ shared perspectives and gather quantifiable data from highly subjective viewpoints. In total, the study investigated 19 practitioners’ perspectives; all were owners or managers in 19 different settings across one LA. The findings show that practitioners are experiencing administration and eligibility issues that hinder the effectiveness of the funding for disadvantaged children. The paper includes suggestions for improvements that include extending the eligibility criteria and providing more autonomy to practitioners to apply on behalf of children in their care. It concludes that EYPP funding is currently not working effectively for all of the participants in this study. ; ERAS
Keyword:
Early Years
;
education
;
practitioners and funding
;
Pupil Premium
URL:
http://hdl.handle.net/2436/621999
https://doi.org/10.1080/03004430.2018.1536049
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