This study set out to gain a deeper understanding of how early childhood students, specifically Black boys in first and second grade, would respond to the teaching of historical figures and events traditionally omitted from classrooms. Contrary to general assumptions, these students were able to astutely contribute to classroom lessons,…

This article reports and discusses findings from an ethnographic case study, aiming to gain a deeper understanding of how different children perceive their learning environment in the first grade of primary school, with regard to social as well as academic aspects. The theoretical framework is based on an interactional perspective, where…

The aim of the study is to deepen the understanding of teacher's perspective on how to promote all children's learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1.…

This paper reports on an ethnographic study conducted with two Year 1 classes in two different Norwegian schools. In total, 35 five- and six-year-old children were involved in the study and were observed over a two-month period as they engaged in learning activities that involved drawing. Building on Kress and Van Leeuwen's (1996) theory of a…

Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise…