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64
Hits 61 – 80 of 1.261
61
Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools
Lynch, Megan E
In: Journal of Educational Supervision (2021)
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62
Czech Preschool Children’s Conceptions about Nature
Kateřina Jančaříková
In: Sustainability ; Volume 13 ; Issue 19 (2021)
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63
Assessing Young Children’s Language and Nonverbal Communication in Oral Personal Narratives
Stagg Peterson, Shelley
;
Eisazadeh, Nazila
;
Liendo, Andrea
In: Michigan Reading Journal (2021)
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64
Fostering Preschool Emergent Literacy Development Through Parent Involvement in the Preschool Classroom
DeVries, Jamie S.
In: Culminating Experience Projects (2021)
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65
Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
Surrain, Sarah Huckabay
. - 2021
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66
Understanding the Role of the Home Environment in Chinese Preschoolers’ Language Development
Wei, Ran
. - 2021
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67
Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs ...
Unkn Unknown
. - : My University, 2021
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68
Critical Awareness for Literacy Teachers and Educators in Troubling Times
Warrican, S. Joel
;
Smith, Patriann
In: Literacy Practice and Research (2021)
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69
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
Willard, Jessica A.
;
Agache, Alexandru
;
Leyendecker, Birgit
In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
Abstract:
This study examined associations between the classroom percentage of dual language learners (DLLs), observed classroom quality, and children's German majority language skills. The cross-sectional sample of 2.5 years olds (n = 93 immigrant DLLs and n = 363 monolingual German-only learners) was clustered within n = 197 classrooms. Classrooms with higher percentages of DLLs demonstrated slightly lower levels of overall classroom process quality. DLLs scored about 1 SD below monolingual children on German language skills when adjusting for family and classroom covariates. Moderation analyses revealed that this difference did not depend on the percentage of DLLs in a classroom. In fact, the classroom percentage of DLLs was related to children's German skills only when omitting the child level language status (DLL vs. monolingual) from the analyses. However, classroom quality moderated the difference between DLLs’ and monolingual children's German skills. This difference was estimated as about only 0.5 SD for DLLs and monolingual children experiencing higher classroom quality, but as about 1.5 SD for those experiencing lower quality. We conclude that high quality classrooms may promote the majority language skills of DLLs.
Keyword:
and Development in Early Childhood
;
Bildungswesen Elementarbereich
;
Bilingual children
;
Bundesrepublik Deutschland
;
Care
;
child care
;
day nursery
;
Deutsch als Zweitsprache
;
early childhood education and care
;
Early Childhood Education and Care (ECEC) quality
;
Elementary Education Sector
;
Federal Republic of Germany
;
frühkindliche Erziehung
;
German as a second language
;
Immigrant children
;
Kinderbetreuung
;
Kindertagesstätte
;
knowledge of languages
;
language acquisition
;
language instruction
;
Mehrsprachigkeit
;
migration background
;
Migrationshintergrund
;
multilingualism
;
Primar- und Elementarbildung
;
Primary education (elementary education)
;
Spracherwerb
;
Sprachkenntnisse
;
Sprachunterricht
;
Vocabulary
;
ZA5854: NUBBEK - National Survey on Education
URL:
https://www.ssoar.info/ssoar/handle/document/74482
http://nbn-resolving.org/urn:nbn:de:0168-ssoar-74482-7
https://doi.org/10.1016/j.ecresq.2019.07.004
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70
Segregation in Early Childhood Education and Care in Germany: Insights on Regional Distribution Patterns Using National Educational Studies
Hogrebe, Nina
;
Pomykaj, Anna
;
Schulder, Stefan
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 1 ; 36-56 ; Soziale Ungleichheit in der Kindertagesbetreuung (2021)
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71
The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
Waibel, Alexandra
In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 22 ; 2 (2021)
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72
Zwischen Teilnahme und Beobachtung: Die Rolle einer mehrsprachigen Forscherin in der Ethnografie sprachlicher Bildung im Elementarbereich
Winter, Christina
In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 57-70 ; Gesellschaftlicher Wandel und die Entwicklung qualitativer Forschung im Feld der Bildung (2021)
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73
Sensitivität für das Bildungspotential von Alltagssituationen und die Rolle des Raumes im Kontext der frühen sprachlichen Bildung
Wieduwilt, Nadine
;
Hachfeld, Axinja
;
Anders, Yvonne
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 14 ; 1 ; 95-114 (2021)
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74
Spanish Vocabulary Acquisition and Implementation: The Effect in a Mixed-aged Montessori Primary Classroom
Hathotuwegama, Nadhira
In: Masters of Arts in Education Action Research Papers (2021)
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75
Understanding Visual Language and Visual Literacy: A Case Study of Young Children’s Meaning Making of Complex Wordless Picturebooks
Xu, Yunying
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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76
Relationships Between Expressive and Receptive Language Ability and Play Initiation in 2-Year-Olds
Glasshoff, Jessica
In: Student Research and Creative Activity Fair (2021)
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77
A prática filosófica na Educação Infantil : emoções e razoabilidade
Andrade, Rosilene Maria Dutra de
. - 2021
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78
Advances in Global Education and Research: Volume 4
James, Waynne B.
;
Cobanoglu, Cihan
;
Cavusoglu, Muhittin
In: University of South Florida M3 Center Publishing (2021)
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79
Saudi Teachers’ Perceptions of Rough-and-Tumble Play in Early Learning
Alghamdi, Rana
. - : Digital Commons @ University of South Florida, 2021
In: Graduate Theses and Dissertations (2021)
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80
La formación del futuro profesorado de Educación Infantil en Lengua Extranjera y su Didáctica ; Future Early Childhood Education Teachers’ Training in Foreign Language and its Didactics
Pino Rodríguez, Ana María
. - : Universidad de Granada, 2021
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