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Showing 1 to 15 of 19 results Save | Export
Ardestani, Mina M. – ProQuest LLC, 2023
Since the COVID-19 pandemic, there has been an influx of virtual school enrollments and newly developed online programs. There is a body of research that supports online learning in higher educational settings but there is limited empirical evidence on the impact of online learning in K-12 settings, specifically with early learners. The purpose of…
Descriptors: Reading Achievement, Kindergarten, Teaching Methods, Electronic Learning
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Eliza L. Congdon – Child Development, 2024
Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between-subjects linear measurement training study compares gesture instruction to two controls--operant action and transient action--in a diverse sample of first-grade students (N = 174, M[subscript…
Descriptors: Individual Differences, Short Term Memory, Nonverbal Communication, Grade 1
Livy, Sharyn; Hubbard, Jane; Russo, James – Mathematics Education Research Group of Australasia, 2023
This paper reports on early years teachers and how often they should devote planning time to anticipating student responses in advance of the lesson. Sixty-five Foundation to Year 2 teachers (students 5-8 years of age) completed questionnaires at the beginning and end of a year-long research-based professional development program. Participants…
Descriptors: Elementary School Teachers, Time Management, Lesson Plans, Grade 2
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Pan, Jinger; Liu, Miaomiao; Li, Hong; Yan, Ming – Reading and Writing: An Interdisciplinary Journal, 2021
Word boundary information is not marked explicitly in Chinese sentences and word ambiguity happens in Chinese texts. This introduces difficulty to parse characters into words when reading Chinese sentences, especially for beginning readers. In an eye-tracking study, we tested whether explicit word boundary information as provided by alternating…
Descriptors: Sentences, Reading Processes, Chinese, Ambiguity (Semantics)
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Adriana Soto-Corominas; Helena Roquet; Marta Segura – Applied Linguistics, 2024
Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of…
Descriptors: Content and Language Integrated Learning, English (Second Language), Second Language Learning, Second Language Instruction
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Jumiaan, Ibrahim; Alelaimat, Ali; Ihmeideh, Fathi – Education 3-13, 2020
The researchers conducting this study explored kindergarten teachers' knowledge level of developmentally appropriate practice (DAP) in early years settings in Jordan. Data were collected from 180 kindergarten teachers working in Amman Governorate. A 37-item questionnaire was designed to reflect the concepts of DAP as presented in the National…
Descriptors: Preschool Teachers, Knowledge Level, Developmentally Appropriate Practices, Foreign Countries
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Chen, Szu-Yu; Lindo, Natalya A.; Blalock, Sarah; Yousef, Dina; Smith, LaToya; Hurt-Avila, Kara – Journal of Educational Research and Practice, 2021
Children's relationships with their teachers are a potential resource for enhancing developmental and academic outcomes. The effects of positive or negative teacher--child relationships can be either beneficial or detrimental to students' academic progress, behaviors, and emotions. In the current study, we utilized a qualitative research design to…
Descriptors: Teacher Attitudes, Preschool Teachers, Kindergarten, Elementary School Teachers
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Dogan, Zeynep – World Journal of Education, 2019
The aim of the study is to investigate the errors that first grade students have made in their writing of vertical numbers which have just been applied by removing cursive writing. Considering the aim of the study, vertical number writing styles of the first-grade students in primary school were analyzed. The sample of the study consists of 116…
Descriptors: Error Patterns, Grade 1, Elementary School Students, Handwriting
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Littleton, Adam – Language Learning Journal, 2021
This study explored how kindergarten ESL teachers in Japan make use of emotion regulation strategies, as proposed by Gross, in their work. Four teachers at a single dispatch company in Sendai, Miyagi Prefecture were interviewed via Skype about the emotion regulation strategies they used in the workplace. Interviews were recorded, transcribed, and…
Descriptors: Self Control, Language Teachers, Second Language Learning, Second Language Instruction
Tsitsi C. Nyabando – ProQuest LLC, 2019
Guided by the constructivist framework, the focus of the investigation was on second-grade students and their perceptions of their classrooms' physical learning environment. A qualitative multiple case study approach was employed, and data were collected through interviews, participant-generated photographs, and observations. Participants in the…
Descriptors: Physical Environment, Grade 2, Elementary School Students, Educational Environment
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Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.; Pitt, Adrienne R.; Fleming, Kandace K.; Romine, Rebecca Swineburn – Language, Speech, and Hearing Services in Schools, 2019
Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment…
Descriptors: Vocabulary Development, Definitions, Developmental Disabilities, Language Impairments
Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon; Austin, Christy R.; Loftus-Rattan, Susan M.; Baker, Doris L. – Exceptional Children, 2019
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention…
Descriptors: Individual Differences, Vocabulary Development, Receptive Language, Kindergarten
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Jeong, Hye In; Kim, Yeolib – Interactive Learning Environments, 2017
This study investigated kindergarten teachers' decision-making process regarding the acceptance of computer technology. We incorporated the Technology Acceptance Model framework, in addition to computer self-efficacy, subjective norm, and personal innovativeness in education technology as external variables. The data were obtained from 160…
Descriptors: Teacher Attitudes, Technological Literacy, Self Efficacy, Guidelines
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Prior, Anat; Zeltsman-Kulick, Rita; Katzir, Tami – Journal of Research in Reading, 2020
The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho-syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th…
Descriptors: Word Recognition, Reading Processes, Elementary School Students, Language Proficiency
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Bosma, Tirza; Stevenson, Claire E.; Resing, Wilma C. M. – Journal of Education and Training Studies, 2017
In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a…
Descriptors: Prompting, Grade 2, Arithmetic, Problem Solving
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