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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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Value and Quality in the Dialectics between Human and Urban Capital of the City Networks on the Land District Scale
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In: Land; Volume 11; Issue 1; Pages: 34 (2021)
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Characterizing lexicalization and self-monitoring processes in bilingual speech production
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In: ISSN: 0911-6044 ; Journal of Neurolinguistics ; https://hal.archives-ouvertes.fr/hal-02913144 ; Journal of Neurolinguistics, Elsevier, 2020, 56, pp.100934. ⟨10.1016/j.jneuroling.2020.100934⟩ (2020)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort.
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In: eissn: 1460-6984 (2018)
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Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial
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Nicholson, Jan M.; Cann, Warren; Matthews, Jan; Berthelsen, Donna; Ukoumunne, Obioha C.; Trajanovska, Misel; Bennetts, Shannon K.; Hillgrove, Tessa; Hamilton, Victoria; Westrupp, Elizabeth; Hackworth, Naomi J.. - : BioMed Central, 2016
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Abstract:
BACKGROUND: The quality of the home learning environment has a significant influence on children's language and communication skills during the early years with children from disadvantaged families disproportionately affected. This paper describes the protocol and participant baseline characteristics of a community-based effectiveness study. It evaluates the effects of 'smalltalk', a brief group parenting intervention (with or without home coaching) on the quality of the early childhood home learning environment. METHODS/DESIGN: The study comprises two cluster randomised controlled superiority trials (one for infants and one for toddlers) designed and conducted in parallel. In 20 local government areas (LGAs) in Victoria, Australia, six locations (clusters) were randomised to one of three conditions: standard care (control); smalltalk group-only program; or smalltalk plus (group program plus home coaching). Programs were delivered to parents experiencing socioeconomic disadvantage through two existing age-based services, the maternal and child health service (infant program, ages 6-12 months), and facilitated playgroups (toddler program, ages 12-36 months). Outcomes were assessed by parent report and direct observation at baseline (0weeks), post-intervention (12weeks) and follow-up (32weeks). Primary outcomes were parent verbal responsivity and home activities with child at 32weeks. Secondary outcomes included parenting confidence, parent wellbeing and children's communication, socio-emotional and general development skills. Analyses will use intention-to-treat random effects ("multilevel") models to account for clustering. RECRUITMENT AND BASELINE DATA: Across the 20 LGAs, 986 parents of infants and 1200 parents of toddlers enrolled and completed baseline measures. Eighty four percent of families demonstrated one or more of the targeted risk factors for poor child development (low income; receives government benefits; single, socially isolated or young parent; culturally or linguistically diverse background). DISCUSSION: This study will provide unique data on the effectiveness of a brief group parenting intervention for enhancing the early home learning environment of young children from disadvantaged families. It will also provide evidence of the extent to which additional one-on-one support is required to achieve change and whether there are greater benefits when delivered in the 1st year of life or later. The program has been designed for scale-up across existing early childhood services if proven effective.
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Keyword:
Australia; Child; Child Development; Clinical Protocols; Cluster randomised controlled trial; COGNITIVE-DEVELOPMENT; COMMUNICATION; Early childhood; Early Intervention (Education); EARLY-CHILDHOOD; Education; Female; Follow-Up Studies; Home coaching; Home learning environment; Humans; Infant; Intention to Treat Analysis; LANGUAGE; Learning; Life Sciences & Biomedicine; Male; Nonprofessional; Parenting; Parenting group intervention; Pediatrics; Playgroups; Poverty; Preschool; PROGRAM; RELIABILITY; Science & Technology; SHORT-FORM; Social Environment; Socioeconomic disadvantage; SOCIOECONOMIC-STATUS; VALIDITY; YOUNG CHILDRENS DEVELOPMENT
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URL: http://hdl.handle.net/10536/DRO/DU:30110578
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| 8 |
Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“ ...
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Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“
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In: 2016, 75 S. (2016)
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The risks and rewards of teaching with humour in Western Sydney: Adapting pedagogy to complex demographics
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In: EuroAmerican Journal of Applied Linguistics and Languages, Vol 3, Iss 2, Pp 22-41 (2016) (2016)
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| 11 |
Expressive and receptive language skills in preschool children from a socially disadvantaged area
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A disadvantage in bilingual sentence production modulated bysyntactic frequency and similarity across languages
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-01486705 ; Cognition, Elsevier, 2013, 129, pp.256-263. ⟨10.1016/j.cognition.2013.07.008⟩ (2013)
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Is retrieval-induced forgetting behind the bilingual disadvantage in speech production?
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In: ISSN: 1366-7289 ; EISSN: 1469-1841 ; Bilingualism: Language and Cognition ; https://hal.archives-ouvertes.fr/hal-01489703 ; Bilingualism: Language and Cognition, Cambridge University Press (CUP), 2012, 15 (2), pp.365-377. ⟨10.1017/S1366728911000034⟩ (2012)
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| 14 |
Inci Dirim / Paul Mecheril (Hrsg.): Migration und Bildung. Soziologische und erziehungswissenschaftliche Schlaglichter. Münster u.a.: Waxmann 2009 (292 S.) [.] [Sammelrezension]
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In: Erziehungswissenschaftliche Revue (EWR) 9 (2010) 5 (2010)
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Jörg Ramseger / Matthea Wagener (Hrsg.): Chancenungleichheit in der Grundschule. Ursachen und Wege aus der Krise (Jahrbuch Grundschulforschung, Band 12). Wiesbaden: VS Verlag 2008 (306 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 8 (2009) 1 (2009)
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Einführung: Ethnische Vielfalt und Mehrsprachigkeit an Schulen
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In: Dirim, Inci [Hrsg.]; Hauenschild, Katrin [Hrsg.]; Lütje-Klose, Birgit [Hrsg.]; Löser, Jessica M. [Hrsg.]; Sievers, Isabel [Hrsg.]: Ethnische Vielfalt und Mehrsprachigkeit an Schulen. Beispiele aus verschiedenen nationalen Kontexten. Frankfurt am Main : Brandes & Apsel 2008, S. 9-21 (2008)
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Einführung: Ethnische Vielfalt und Mehrsprachigkeit an Schulen ...
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| 18 |
Pedagogy or Ideological Struggle? An Examination of Pupils’ and Teachers’ Expectations for Talk in the Classroom
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