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Contribution of the E-Portfolio to the Improvement of Students' Performance: Results from a Pilot Survey in the Second Grade of Primary School in Greece
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Zafiropoulou, Basiliki; Darra, Maria – International Education Studies, 2019
The purpose of this paper is to investigate the contribution of the electronic portfolio (e-portfolio) to improving students' performance and the sustainability of their knowledge. The method used is the experiment with an experimental and a control group, and a pair of pre and post measurements. The survey was carried out during the first…
Descriptors: Portfolios (Background Materials), Electronic Publishing, Academic Achievement, Pilot Projects
Pre-Professional Students' Explicit Syntax Knowledge: Preliminary Analysis
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Brimo, Danielle; Melamed, Tina – Child Language Teaching and Therapy, 2017
Existing research concludes that educators have varying levels of language knowledge. Educators' varying levels of language knowledge may be related to the type of content knowledge they received while in school. The purpose of this study was to compare the performance of pre-professional speech-language pathology (SLP) students who have taken…
Descriptors: Syntax, Speech Language Pathology, Language Acquisition, Early Childhood Education
Children's Early Numeracy in Finland and Iran
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Aunio, Pirjo; Korhonen, Johan; Bashash, Laaya; Khoshbakht, Fariba – International Journal of Early Years Education, 2014
This research investigates similarities and differences in young children's early numeracy skills related to age, nationality and gender. The participants were five- to seven-year-old children from Finland and Iran. Early numeracy was investigated by using tasks measuring number-related relational skills (e.g. comparison, one-to-one…
Descriptors: Foreign Countries, Numeracy, Children, Investigations
Constructing Domain-Specific Knowledge in Kindergarten: Relations among Knowledge, Intelligence, and Strategic Performance
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Alexander, Joyce M.; Johnson, Kathy E.; Leibham, Mary E.; DeBauge, Christiane – Learning & Individual Differences, 2005
Thirty kindergarten children from two classrooms participated in a 3-week curricular unit on dinosaurs designed to teach taxonomic relations and distinguishing features aligned with 15 dinosaur species. Both domain-specific learning and strategic performance on a Twenty Questions game were assessed twice throughout the curriculum, as well as…
Descriptors: Paleontology, Kindergarten, Metacognition, Intelligence