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Laari, Aino; Lakkala, Suvi; Uusiautti, Satu – Early Child Development and Care, 2021
The purpose of this research was to study how teachers do differentiated teaching in practice. The main research question was: How do Finnish teachers do differentiated teaching? It was specified with sub-questions: (1) How are the various elements of the model of differentiated teaching emphasized by teachers?; (2) Which methods do teachers use…
Descriptors: Individualized Instruction, Teaching Methods, Foreign Countries, Inclusion
Omidire, Margaret Funke – Early Child Development and Care, 2020
This article reports on the influence of communication skills on rural students' resilience and well-being. Purposive sampling was used to retrospectively select 40 (f: n = 20; m: n = 20) Grade 9 students in a rural school that were involved in a larger youth project that aimed to deliver pathways towards resilience in rural schools through…
Descriptors: Rural Schools, Aspiration, Resilience (Psychology), Student Welfare
Lasanen, Maarit; Määttä, Kaarina; Uusiautti, Satu – Early Child Development and Care, 2019
This study focused on the peer support group activities organized in two northern-Finnish places for children with hearing loss and their experiences of it. This was an ethnographic child research, in which the research participants were 16 (12 girls, 4 boys, aged 7-17 years) northern-Finnish children with hearing loss. The main research data…
Descriptors: Ethnography, Hearing Impairments, Secondary School Students, Social Support Groups
Honig, Alice Sterling; Zdunowski-Sjoblom, Nicole – Early Child Development and Care, 2014
Family interviews were conducted with 28 7-12-year-old children who had experienced various forms of bullying and relational aggression by their peers, as well as with their parent and with an older sibling. Interviews explored possible supportive strategies of older siblings, parents, and teachers. All bullied children reported negative feelings…
Descriptors: Interviews, Children, Preadolescents, Bullying
Moritz Rudasill, Kathleen; Pössel, Patrick; Winkeljohn Black, Stephanie; Niehaus, Kate – Early Child Development and Care, 2014
The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher…
Descriptors: Personality, Depression (Psychology), Symptoms (Individual Disorders), Teacher Student Relationship
Vidoni, Carla; Lee, Chang-Hung; Azevedo, L. B. – Early Child Development and Care, 2014
A dependent group contingency strategy called Fair Play Game was applied to promote increase in number of steps during physical education classes for sixth-grade students. Results from a multiple baseline design across three classes showed that the mean number of steps for baseline vs. intervention were: Class 1: 43 vs. 64 steps/minute; Class 2:…
Descriptors: Student Behavior, Physical Education, Physical Activity Level, Contingency Management