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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...18 Hits 1 – 20 of 343 1 Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ... Tyrone, Rachel. - : Open Science Framework, 2022 BASE Show details 2 Activity Structure in Preschool Classrooms and Children’s Language Change ... A. Busra Ceviren. - : Open Science Framework, 2022 BASE Show details 3 Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ... Bratlie, Siri. - : Open Science Framework, 2022 BASE Show details 4 Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ... sarbunan, thobias. - : Open Science Framework, 2022 BASE Show details 5 Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH Chouinard, Maria C In: Honors Theses and Capstones (2022) BASE Show details 6 The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds Gavin, Kara. - 2021 BASE Show details 7 Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts Casper, Julie. - 2021 BASE Show details 8 The effect of Crianza Positiva e-messaging program on adult-child language interactions Balsa, Ana; López Boo, Florencia; Bloomfield, Juanita... In: Behavioral Public Policy ; https://hal.archives-ouvertes.fr/hal-03498848 ; Behavioral Public Policy, 2021 (2021) BASE Show details 9 Towards principles of performative pedagogy: Drama and additional language development (DALD) ... CHEUNG, KUNG MAN MATTHEW. - : Monash University, 2021 BASE Show details 10 Towards principles of performative pedagogy: Drama and additional language development (DALD) ... CHEUNG, KUNG MAN MATTHEW. - : Monash University, 2021 BASE Show details 11 Assessing the Impact of the Words For All programme on Care Experienced Children's Reading and Educational Attainment (Revised Plan). ... Institute, EDIT. - : Open Science Framework, 2021 BASE Show details 12 Social isolation and vocabulary development: insights from British families with varying SES ... Laing, Catherine. - : Open Science Framework, 2021 BASE Show details 13 Oslo Early Education Study, study 1: Impact of a professional development intervention on child-language outcomes assessed after one year ... Bratlie, Siri. - : Open Science Framework, 2021 BASE Show details 14 Shared book reading in bilingual families with young children: A Scoping Review ... KURUPPU, KURUPPU. - : Open Science Framework, 2021 BASE Show details 15 An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data Jones, Gabrielle In: Dissertations (2021) BASE Show details 16 Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen Cloos, Peter Hrsg.; Salisch, Maria von Hrsg.; Mähler, Claudia Hrsg.. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021) BASE Show details 17 Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink Barratt-Pugh, Caroline; Barblett, Lennie; Knaus, Marianne; Cahill, Rosemary; Hill, Susan; Cooper, Trudi In: Research outputs 2014 to 2021 (2021) Abstract: This paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research. Data were collected from 125 participating family members, over two years and across 37 school-based KindiLink sites. The results show that parent contribution to and engagement in KindiLink provided a powerful context to acknowledge, encourage, and support parents. Parents identified the development of strong and mutually respectful relationships; the engagement in working with their child; and the incorporation of families’ cultural and linguistic knowledge into the program as positive contributing factors. The paper concludes with recommendations and implications for the further development, implementation, and evaluation of Kindilink and other programs targeted at disadvantaged communities. Keyword: Aboriginal families; and Society; Co-construction; Cultural capital; Early Childhood Education; Education; Educational Sociology; Engagement; Family; Life Course; Parents as first teachers; Play-and-stay program; Social and Behavioral Sciences; Sociology URL: https://doi.org/10.1007/s10643-021-01221-1 https://ro.ecu.edu.au/ecuworkspost2013/10463 BASE Hide details 18 Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ... Gray, Shelley. - : Open Science Framework, 2021 BASE Show details 19 Development of the Morphological Awareness Task for Singapore: a preregistration protocol ... Vijayakumar, Poorani. - : Open Science Framework, 2021 BASE Show details 20 Addendum to osf.io/4sfnu: Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ... Gray, Shelley. - : Open Science Framework, 2021 BASE Show details Page: 1 2 3 4 5...18

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