The First Year at School: An International Perspective (eBook, PDF)
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The First Year at School: An International Perspective (eBook, PDF)
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Produktdetails
- Produktdetails
- Verlag: Springer International Publishing
- Erscheinungstermin: 26. Juni 2023
- Englisch
- ISBN-13: 9783031285899
- Artikelnr.: 68326139
- Verlag: Springer International Publishing
- Erscheinungstermin: 26. Juni 2023
- Englisch
- ISBN-13: 9783031285899
- Artikelnr.: 68326139
Dedication.- Foreword.- Part 1. History of the International Performance in Primary School Indicators project.- Chapter 1. A Reflection on Three Decades of Development.- Chapter 2. The First Year at School. A Perspective from a Personal Standpoint.- Part 2. Introduction. The Challenge of Assessing Young Children's Progress Fairly and Making Comparisons.- Chapter 3. Educational Assessment of Young Children.- Chapter 4. International Comparative Assessments in Education.- Chapter 5. International Comparative Assessments of Young Children. Debates and Methodology.- Chapter 6. Teachers' Roles in the Assessment of Young Children.- Part 3. Growth of the International Performance in Primary School Indicators.- Chapter 7. Packing 200 000 Years of Evolution in One Year of Individual Development. Developmental Constraints on Learning in the First Primary School Year.- Chapter 8. Children's Developmental Levels at the Start of School.- Chapter 9. Progress Made During the First Yearat School.- Part 4. The First Year at School. Education Inequality, Poverty and Children's Cognitive Development.- Chapter 10. Measures of Family Background in the iPIPS Project - Possibilities and Limits of Comparative Studies Across Countries.- Chapter 11. The Association Between Adverse Socio-Economic Circumstances and Cognitive Development within an International Context.- Part 5. Using iPIPS Data for Teaching and Informing Policy.- Chapter 12. Strategies to enhance Pedagogical Use of iPIPS Data and to support Local Government Decision-Making in Brazil.- Chapter 13. Using Assessment Data to Inform Teaching. An Example from Lesotho.- Chapter 14. The Use of iPIPS Data for Policy Assessment, Government Evidence-Based Decision Making and Pedagogical Use by Schools in Russia.- Chapter 15. Using data to inform teaching. An example from the Western Cape, South Africa.- Chapter 16. iPIPS Research Evidence. Case Studies to Promote Data Use.- Part 6. Novel and Unexpected Findings from iPIPS.- Chapter 17. Phonological Processing and Learning Difficulties for Russian First-Graders.- Chapter 18. Name Writing Ability and its Effect on Children Future Academic Attainment.- Chapter 19. The Early Physical-Motor Development Predictors of Young Children's Mathematics Achievements.- Chapter 20. Inattentiveness Predicts Reading Achievement in Primary School, but with Hyperactivity/Impulsivity it's more Complicated.- Chapter 21. The Effects of Class Composition on First-Graders' Mathematics and Reading Results. Two Countries' Cases.- Part 7. Conclusion.- Chapter 22. Reflections and Recommendations.
Dedication.- Foreword.- Part 1. History of the International Performance in Primary School Indicators project.- Chapter 1. A Reflection on Three Decades of Development.- Chapter 2. The First Year at School. A Perspective from a Personal Standpoint.- Part 2. Introduction. The Challenge of Assessing Young Children's Progress Fairly and Making Comparisons.- Chapter 3. Educational Assessment of Young Children.- Chapter 4. International Comparative Assessments in Education.- Chapter 5. International Comparative Assessments of Young Children. Debates and Methodology.- Chapter 6. Teachers' Roles in the Assessment of Young Children.- Part 3. Growth of the International Performance in Primary School Indicators.- Chapter 7. Packing 200 000 Years of Evolution in One Year of Individual Development. Developmental Constraints on Learning in the First Primary School Year.- Chapter 8. Children's Developmental Levels at the Start of School.- Chapter 9. Progress Made During the First Yearat School.- Part 4. The First Year at School. Education Inequality, Poverty and Children's Cognitive Development.- Chapter 10. Measures of Family Background in the iPIPS Project - Possibilities and Limits of Comparative Studies Across Countries.- Chapter 11. The Association Between Adverse Socio-Economic Circumstances and Cognitive Development within an International Context.- Part 5. Using iPIPS Data for Teaching and Informing Policy.- Chapter 12. Strategies to enhance Pedagogical Use of iPIPS Data and to support Local Government Decision-Making in Brazil.- Chapter 13. Using Assessment Data to Inform Teaching. An Example from Lesotho.- Chapter 14. The Use of iPIPS Data for Policy Assessment, Government Evidence-Based Decision Making and Pedagogical Use by Schools in Russia.- Chapter 15. Using data to inform teaching. An example from the Western Cape, South Africa.- Chapter 16. iPIPS Research Evidence. Case Studies to Promote Data Use.- Part 6. Novel and Unexpected Findings from iPIPS.- Chapter 17. Phonological Processing and Learning Difficulties for Russian First-Graders.- Chapter 18. Name Writing Ability and its Effect on Children Future Academic Attainment.- Chapter 19. The Early Physical-Motor Development Predictors of Young Children's Mathematics Achievements.- Chapter 20. Inattentiveness Predicts Reading Achievement in Primary School, but with Hyperactivity/Impulsivity it's more Complicated.- Chapter 21. The Effects of Class Composition on First-Graders' Mathematics and Reading Results. Two Countries' Cases.- Part 7. Conclusion.- Chapter 22. Reflections and Recommendations.