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Sekeris, Elke; Empsen, Michaël; Verschaffel, Lieven; Luwel, Koen – European Journal of Psychology of Education, 2021
The transition from informal to formal mathematics is an important episode in children's mathematical development. The current study investigated how young children's computational estimation performance and strategy use develops in this transitional period. The computational estimation performance of 350 children was assessed before the start of…
Descriptors: Informal Education, Conventional Instruction, Mathematics Education, Computation
Stephen Amukune; Krisztián Józsa – Cogent Education, 2023
Despite progress in enrolment in most countries, preschoolers still face challenges before joining grade one prompting a critical understanding of child experiences during the preschool-to-school transition. This paper compares preschool-to-school transition characteristics in Kenya and Hungary based on six recurrent concepts in the theories of…
Descriptors: Foreign Countries, Preschool Children, School Readiness, Family Influence
Kimi Waite; Jennifer Burgin – Social Studies and the Young Learner, 2023
In this article, Kimi Waite and Jennifer Burgin describe a three-step interdisciplinary framework for learning partnerships between TK-2 students and scientists that covers the NCSS themes SCIENCE, TECHNOLOGY, SOCIETY and PEOPLE, PLACES, AND ENVIRONMENTS. The authors showcase standards-aligned learning activities and resources to help practicing…
Descriptors: Transitional Programs, Kindergarten, Grade 1, Grade 2
Nicholson, Philip; Hendry, Helen – Education 3-13, 2022
School readiness performance measures, such as the Good Level of Development (GLD), are increasingly associated with children's readiness to start formal learning, presenting challenges for supporting the transition to compulsory school. This research focuses on how an English primary school extended play-based pedagogy into Year One for children…
Descriptors: Grade 1, Elementary School Students, School Readiness, Play
Marielle Ojentis – ProQuest LLC, 2021
Year after year, English language learners are increasing at the Kenmakabi School District, mainly because of Hispanic and Haitian families who have settled in the township. Unfortunately, as this population continues to increase, so is the reading gap between them and their monolingual counterparts. Consequently, approximately seven years ago,…
Descriptors: Kindergarten, Grade 1, Grade 2, Haitians
Kodama-Dodge, Denise – ProQuest LLC, 2022
Purpose: The purpose of this quantitative, causal-comparative study was to determine whether English learners who participated in transitional kindergarten perform equally or better than English learners who did not participate in transitional kindergarten in the areas of oral language, written language, and overall language as measured by the…
Descriptors: Grade 1, Kindergarten, Language Proficiency, Oral Language
Mary Havis – ProQuest LLC, 2020
The purpose of this study is to determine if there is a difference in the English language acquisition of first grade students in transitional bilingual programs as compared to students in dual language programs during the 2017-2018 academic year. The Assessing Comprehension and Communication in English State-to-State (ACCESS) standardized…
Descriptors: Grade 1, Elementary School Students, English (Second Language), Second Language Learning
Cottingham, Benjamin W. – Policy Analysis for California Education, PACE, 2020
California districts were forced to shift to distance learning models in the spring of 2020 and the transition to distance learning for students in the early grades--transitional kindergarten through third grade (TK-3)--has proved difficult for students, parents, and teachers alike. As distance learning persists, administrators and teachers can…
Descriptors: COVID-19, Pandemics, Distance Education, School Closing
Keily, Tom; Evans, Alyssa; Atchison, Bruce – Education Commission of the States, 2019
This Policy Guide draws on work with five states to provide context and guidance for policymakers looking to strengthen the pre-K to K-3 continuum and create opportunities to close the achievement gap. It includes a tear-out page of guiding questions at the end.
Descriptors: Early Childhood Education, Achievement Gap, State Policy, Alignment (Education)
Slade, Timothy S.; Piper, Benjamin; Kaunda, Zikani; King, Simon; Ibrahim, Hibatalla – Research in Comparative and International Education, 2017
Summer learning loss--decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts--is a well-documented phenomenon in North America, but poorly described in sub-Saharan African contexts. In this article, we use the term "grade-transition break" loss…
Descriptors: Summer Programs, Reading Programs, Literacy, Foreign Countries
Lee, Phyllis; Bierman, Karen L. – Elementary School Journal, 2016
Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school…
Descriptors: Kindergarten, Elementary School Students, Grade 1, Teacher Student Relationship
Manship, Karen; Holod, Aleksandra; Quick, Heather; Ogut, Burhan; de los Reyes, Iliana Brodziak; Anthony, Jennifer; Chernoff, Jodi Jacobson; Hauser, Alison; Martin, Alejandra; Keuter, Shannon; Vontsolos, Emily; Rein, Elena; Anderson, Emily – American Institutes for Research, 2017
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
American Institutes for Research, 2016
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This fifth short report in a series highlighting findings from the Study of…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs