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Showing 1 to 15 of 58 results Save | Export
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Wischmann, Anke; Riepe, Valérie – Ethnography and Education, 2019
This paper aims to research practices of resistance as an important part of agency in primary school classrooms. By combining a post-structural theoretical frame with a critical ethnographic research approach, it understands children's resistance as an ordinary practice, as a necessary response to structures and practices of the classroom setting.…
Descriptors: Foreign Countries, Ethnography, Case Studies, German
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Magro, Sophia W.; Utesch, Till; Dreiskämper, Dennis; Wagner, Jenny – International Journal of Behavioral Development, 2019
Though it is well-established that self-esteem develops from childhood well into old age, little is known about the processes that influence this change, especially among young populations. This international, cross-sequential study examined the development of self-esteem in 1599 second-graders (Age M[subscript T1] = 7.99, SD[subscript T1] = 0.52…
Descriptors: Self Esteem, Child Development, Grade 2, Elementary School Students
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Schiefer, Julia; Golle, Jessika; Tibus, Maike; Oschatz, Kerstin – Journal of Advanced Academics, 2019
Scientific reasoning abilities are already developing in elementary-school-aged children and enable them to understand the world around them. The goal of the current study was to develop a new instrument for 8- to 10-year-old children in Grades 3 and 4 to measure their understanding of the steps of the "scientific inquiry cycle" (SIC).…
Descriptors: Elementary School Students, Elementary School Science, Science Process Skills, Inquiry
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Weidinger, Anne F.; Steinmayr, Ricarda; Spinath, Birgit – Developmental Psychology, 2019
In line with the reciprocal internal/external frame of reference model (RI/E model), it is well-established that secondary school students generate domain-specific ability self-concepts by comparing their own performance in a domain socially (i.e., with others' performance in this domain) and dimensionally (i.e., with their own performance in…
Descriptors: Ability, Self Concept, Elementary Schools, Elementary School Students
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Landerl, Karin; Freudenthaler, H. Harald; Heene, Moritz; De Jong, Peter F.; Desrochers, Alain; Manolitsis, George; Parrila, Rauno; Georgiou, George K. – Scientific Studies of Reading, 2019
Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five…
Descriptors: Phonological Awareness, Naming, Reading Fluency, Predictor Variables
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Glaab, Sabine; Heyne, Thomas – Applied Environmental Education and Communication, 2019
We evaluated environmental values of primary school children during a one-day program at a wildlife park and compared the outcomes concerning two different forms of instruction (teacher-centered, student-centered) as well as two different surroundings of learning settings (wildlife park, school) while observing state emotions. A total of 441…
Descriptors: Elementary School Students, Student Attitudes, Conservation (Environment), Wildlife
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Grünke, Matthias; Karnes, Jennifer; Hisgen, Susanne – Journal of Education and Training Studies, 2019
In this study, we examined the impact of a simple explicit-timing intervention on low-achieving third-grade students' ability to read more rapidly and accurately. We implemented an ABAB design with four struggling readers to establish experimental control and to evaluate the effects of the treatment in terms of the target variable. The results…
Descriptors: Reading Fluency, Grade 3, Elementary School Students, Foreign Countries
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Raccanello, Daniela; Brondino, Margherita; Moè, Angelica; Stupnisky, Robert; Lichtenfeld, Stephanie – Journal of Experimental Education, 2019
This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss,…
Descriptors: Anxiety, Emotional Development, Grade 2, Grade 4
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Spilles, Markus; Hagen, Tobias; Hennemann, Thomas – Insights into Learning Disabilities, 2019
Children with externalized behavioral problems (BP) are at increased risk of being affected by a lack of social skills and academic engagement, and reading difficulties can frequently occur. Peer-tutoring (PT) interventions demonstrably promote both positive behavior and academic outcomes. To foster these effects, using interdependent group-reward…
Descriptors: Student Behavior, Tutors, Peer Teaching, Behavior Problems
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Grünke, Matthias – Insights into Learning Disabilities, 2019
The purpose of this study was to evaluate the effectiveness of a simple contingency contracting intervention on the correct use of punctuation marks in freely produced texts by elementary school children with learning disabilities. This approach can be considered a promising strategy for facilitating the development of academic skills in…
Descriptors: Punctuation, Elementary School Students, Learning Disabilities, Foreign Countries
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Grünke, Matthias; Karnes, Jennifer; Hisgen, Susanne – Insights into Learning Disabilities, 2019
The purpose of this single case study was to evaluate the effects of a multicomponent motivational intervention that consisted of explicit timing, immediate feedback through self- scoring, goal setting, and positive reinforcement on the arithmetical skills of three third graders with learning disabilities. An ABA reversal multiple-baseline…
Descriptors: Intervention, Mathematics Achievement, Elementary School Students, Learning Disabilities
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Grosse, Christiane; Kluczniok, Katharina; Rossbach, Hans-Guenther – Early Child Development and Care, 2019
Based on a theoretical model of instructional quality this study investigates the influence of different dimensions of instructional quality in the school entrance phase on students' language development taking into account child and family background factors as well as structural characteristics of the classroom and teacher's educational beliefs.…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Educational Quality
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Oesterlen, Eva; Seitz-Stein, Katja – International Journal of Behavioral Development, 2019
In contrast to classical phonological span tasks, which require verbal recall, those used in self-reliant, group-administrable working memory measurement contain a visuospatial response format. As a consequence, these tasks involve recoding, executive, and visual search requirements in addition to encoding and storage processes. To examine…
Descriptors: Children, Adults, Phonology, Short Term Memory
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Gentrup, Sarah; Rjosk, Camilla – Educational Research and Evaluation, 2018
This study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to…
Descriptors: Gender Differences, Gender Bias, Achievement Gap, Teacher Expectations of Students
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Abendschön, Simone – Education 3-13, 2017
Recent political socialisation research focuses almost exclusively on the orientations of adolescents, even though the literature seems to agree on the assumption that politically relevant orientations and attitudes are acquired much earlier in the life span. This article argues that it is essential to look at the beginning of socialisation if we…
Descriptors: Foreign Countries, Elementary School Students, Political Socialization, Primary Education
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