Comparative Education Review Bibliography 2014
2015; University of Chicago Press; Volume: 59; Issue: S4 Linguagem: Inglês
10.1086/684093
ISSN1545-701X
Tópico(s)Educator Training and Historical Pedagogy
ResumoFreeComparative Education Review Bibliography 2014PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreIntroductionThe 2014 Comparative Education Review bibliography of refereed journal articles on topics relevant to comparative and international education covers all 12 months of the last calendar year and includes 3,389 entries—a full 30 percent increase over the set of references assembled in the 2013 bibliography. They are drawn from 280 refereed journals, both print and online, published principally in English. The bibliography is presented hereafter in the Chicago Manual of Style (16th ed.) format for notes and bibliography.An article reviewing the content of the bibliography and the ways in which it has evolved over recent years, and the glimpses it offers of trends in the field, has likewise been prepared and will appear in the November 2015 issue of the Comparative Education Review. It carries further a theme and concern broached last year: the radical inadequacy of a classification system, like the one below and those used in previous years, that is based on sorting references into single-topic folders. The vast majority of comparative and international education research in fact lies at the intersection of several topics potentially concerning different levels and types of education, varying professional concerns and thematic foci, and disparate social and geographical contexts—and cataloguing this annual body of literature can therefore be handled more productively in a database format where each entry is characterized by multiple descriptors rather than relegated to a single category.This year we are making the bibliography available in a searchable database form as well as in its traditional print format. The result will be no more than a trial version, but does include all references in the list to follow, plus supplemental descriptors or keywords for most, and a full abstract for some. Instructions regarding accessing and using it will be posted here in October 2015. For all this work, a great deal of gratitude is due to the Florida State University graduate students who labored long and hard on bibliography assemblage and preparation: Erica Amorim, John Muchira, and Yuanyuan Xiang.The table of contents below indicates in parentheses after the different entries (a) the number of references in each of the four main sections of the 2014 bibliography—levels and types of education, professional concerns and methods, thematic foci in education and regional areas—and (b) the number in each of the 35 specific subfolders. For the reasons just mentioned, however, these numbers should not be considered as measures of the frequency of treatment of the various topics or a fully reliable indicator of “trends in comparative and international education.” Quite a number of articles on any given topic may be found outside its parent folder due to the other concerns that naturally characterize the research in question. As a consequence, references concerning the different countries of Latin America or East Asia, for example, appear in folders on Higher Education, Evaluation and Policy Analysis, or Gender and Sexuality (among others) rather than in the World Regions section of the bibliography per se. A search of the forthcoming database version of the bibliography using descriptor terms, title wording, and/or abstract contents would thus yield much more reliable and interpretable results for any analysis of trends, as well as for investigation of specific reserach themes.ContentsLevels and Types of Education [1274]2 Early Childhood and Primary Education (222)2 Secondary and Youth Education (103)18 Technical-Vocational Education, Community College, and Workplace Training (71)25 Higher and Continuing Professional Education (404)30 Adult Education, Adult Literacy, and Lifelong Learning (59)56 Teacher Education and Training (215)60 Special Education (77)75 Immigrant, Migrant, and Refugee Education (65)81 English as a Second or Foreign Language (58)85Professional Concerns and Methods [943]89 Comparative Education: Theories and Studies (181)89 Curriculum and Instruction (173)101 Educational Leadership (82)112 Educational Planning, Development and International Assistance (122)117 Internationalization and Study Abroad (73)126 Evaluation and Policy Analysis (119)131 Testing and Assessment (89)138 Educational Technology and Online Learning (104)144Thematic Foci in Education [783]152 Education and Language (226)152 Education and Religion (65)167 Education for Sustainable Development (36)171 Education, Health, and Disability (33)173 Educational Economics and Finance (63)176 Ethnicity, Race, and Class (82)180 Gender and Sexuality (121)185 History and Philosophy of Education (22)193 Human Rights and Citizenship Education (16)195 Multicultural and Indigenous Education (101)196 Rural Education (17)202World Regions [377]204 Australia and the Pacific Basin (37)204 Central, South, and Southeast Asia (39)206 East Asia (61)209 Europe, North America, and Russia (119)213 Latin America and the Caribbean (13)221 Middle East and North Africa (24)222 Sub-Saharan Africa (71)223Levels and Types of Education [1285]Early Childhood and Primary Education (222)Agbenyega, Joseph S. and Sunanta Klibthong. “Assessing Thai Early Childhood Teachers’ Knowledge of Inclusive Education.” International Journal of Inclusive Education 18, no. 12 (12/02; 2014/12, 2014): 1247–1261.Adams, Kate. “What is a Child? Children’s Perceptions, the Cambridge Primary Review and Implications for Education.” Cambridge Journal of Education 44, no. 2 (2014): 163–177.Alarcón-Rubio, David, José A. Sánchez-Medina, and José R. Prieto-García. “Executive Function and Verbal Self-Regulation in Childhood: Developmental Linkages between Partially Internalized Private Speech and Cognitive Flexibility.” Early Childhood Research Quarterly 29, no. 2 (0/2nd, 2014): 95–105.Alloway, Tracy Packiam, Skyler Williams, Britney Jones, and Fiona Cochrane. “Exploring the Impact of Television Watching on Vocabulary Skills in Toddlers.” Early Childhood Education Journal 42, no. 5 (2014): 343–349.Ang, Lynn. “Vital Voices for Vital Years in Singapore: One Country’s Advocacy for Change in the Early Years Sector.” International Journal of Early Years Education 22, no. 3 (07/03; 2014/11, 2014): 329–341.Auleear Owodally, Ambarin Mooznah. “Maternal Reports of Home Literacy Experiences in Multilingual Mauritius: A Case Study of Pre-Schoolers.” Early Child Development and Care (2014): 1–21.Bach, Dil. “Parenting among Wealthy Danish Families: A Concerted Civilising Process.” Ethnography and Education 9, no. 2 (05/04; 2014/12, 2014): 224–237.Bacon, Karin and Philip Matthews. “Inquiry-Based Learning with Young Learners: A Peirce-Based Model Employed to Critique a Unit of Inquiry on Maps and Mapping.” Irish Educational Studies 33, no. 4 (10/02; 2014/12, 2014): 351–365.Baker, Claire E. “African American Fathers’ Contributions to Children’s Early Academic Achievement: Evidence from Two-Parent Families from the Early Childhood Longitudinal Study–Birth Cohort.” Early Education and Development 25, no. 1 (/2014, 01): 19; 19–35; 35.Baker, Claire E. “Mexican Mothers’ English Proficiency and Children’s School Readiness: Mediation through Home Literacy Involvement.” Early Education and Development 25, no. 3 (/2014, 04): 338; 338–355; 355.Baker, Fiona S. “A Pathway to Play in Early Childhood Education Developed through the Explicit Modelling of Reflective Practice in Teacher Education in Abu Dhabi, UAE.” Reflective Practice 15, no. 2 (03/04; 2015/01, 2014): 203–217.Baker, Fiona Sally. “Teachers’ Views on Play-Based Practice in Abu Dhabi Kindergartens.” International Journal of Early Years Education 22, no. 3 (07/03; 2014/11, 2014): 271–286.Basford, Jo and Caroline Bath. “Playing the Assessment Game: An English Early Childhood Education Perspective.” Early Years 34, no. 2 (04/03; 2014/11, 2014): 119–132.Bath, Caroline, Karen Barr, and Mary Haynes. “Building a Community of Enquiry with Students on a Foundation Degree in Early Years.” Journal of Vocational Education & Training 66, no. 2 (2014): 249.Bauchmüller, Robert, Mette Gørtz, and Astrid Würtz Rasmussen. “Long-Run Benefits from Universal High-Quality Preschooling.” Early Childhood Research Quarterly 29, no. 4 (0/4th, 2014): 457–470.Becker, Derek R., Alicia Miao, Robert Duncan, and Megan M. McClelland. “Behavioral Self-Regulation and Executive Function both Predict Visuomotor Skills and Early Academic Achievement.” Early Childhood Research Quarterly 29, no. 4 (0/4th, 2014): 411–424.Bernedo, Isabel M., María D. Salas, María J. Fuentes, and Miguel Ángel García-Martín. “Foster Children’s Behavior Problems and Impulsivity in the Family and School Context.” Children and Youth Services Review 42, no. 0 (7, 2014): 43–49.Björklund, Camilla. “Less is More – Mathematical Manipulatives in Early Childhood Education.” Early Child Development and Care (2013): 1–17.Björklund, Camilla and Niklas Pramling. “Pattern Discernment and Pseudo-Conceptual Development in Early Childhood Mathematics Education.” International Journal of Early Years Education 22, no. 1 (01/02; 2014/11, 2014): 89–104.Björn, Piia M., Irma Kakkuri, and Paavo H. T. Leppänen. “The Covariation between Parental and Expert Evaluations of Early Language Skills.” Early Child Development and Care (2013): 1–13.Bjørnsrud, Halvor and Sven Nilsen. “Early Educational Provision – Emphasised in Education Policy Reforms in Norway? an Analysis of Education Policy Documents.” Curriculum Journal 25, no. 2 (06, 2014): 260–281.Boonen, Tinneke, Maarten Pinxten, Jan Van Damme, and Patrick Onghena. “Should Schools be Optimistic? an Investigation of the Association between Academic Optimism of Schools and Student Achievement in Primary Education.” Educational Research and Evaluation 20, no. 1 (01/02; 2015/02, 2014): 3–24.Bousfield, Kellie and Angela T. Ragusa. “A Sociological Analysis of Australia’s NAPLAN and My School Senate Inquiry Submissions: The Adultification of Childhood?” Critical Studies in Education 55, no. 2 (05/04; 2014/10, 2014): 170–185.Bradbury, Alice. “Learning, Assessment and Equality in Early Childhood Education (ECE) Settings in England.” European Early Childhood Education Research Journal 22, no. 3 (05/27; 2014/12, 2014): 347–354.Brand, Susan Trostle, Jessica Marchand, Elizabeth Lilly, and Martha Child. “Home–School Literacy Bags for Twenty-First Century Preschoolers.” Early Childhood Education Journal 42, no. 3 (2014): 163–170.Brand, Tilman, and Tanja Jungmann. “Participant Characteristics and Process Variables Predict Attrition from a Home-Based Early Intervention Program.” Early Childhood Research Quarterly 29, no. 2 (0/2nd, 2014): 155–167.Breton, TR. “Evidence that Class Size Matters in 4th Grade Mathematics: An Analysis of TIMSS 2007 Data for Colombia.” International Journal of Educational Development 34, (2014): 51–57.Broström, Stig, Inge Johansson, Anette Sandberg, and Thorleif Frøkjær. “Preschool Teachers’ View on Learning in Preschool in Sweden and Denmark.” European Early Childhood Education Research Journal 22, no. 5 (10/20; 2014/12, 2014): 590–603.Byrne, Jenny, Malin Ideland, Claes Malmberg, and Marcus Grace. “Climate Change and Everyday Life: Repertoires Children use to Negotiate a Socio-Scientific Issue.” International Journal of Science Education 36, no. 9 (06/13; 2014/11, 2014): 1491–1509.Cadima, Joana, Carla Peixoto, and Teresa Leal. “Observed Classroom Quality in First Grade: Associations with Teacher, Classroom, and School Characteristics.” European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) 29, no. 1 (03, 2014): 139–158.Cameron, Catherine Ann, Giuliana Pinto, Roger Hancock, and Sombat Tapanya. “Exploring Transactions between Thriving Toddler Girls and their Fathers and Grandfathers.” Early Child Development and Care (2013): 1–15.Carmichael, Colin, Amy MacDonald, and Laura McFarland-Piazza. “Predictors of Numeracy Performance in National Testing Programs: Insights from the Longitudinal Study of Australian Children.” British Educational Research Journal 40, no. 4 (08, 2014): 637–659.Chan, Kam Wing. “Cooperative Learning in a Hong Kong Primary School: Perceptions, Problems and Accommodation.” Intercultural Education 25, no. 3 (05/04; 2014/12, 2014): 216–228.Charlton, Emma, Gabrielle Cliff Hodges, Pam Pointon, Maria Nikolajeva, Erin Spring, Liz Taylor, and Dominic Wyse. “My Place: Exploring Children’s Place-Related Identities through Reading and Writing.” Education 3–13 42, no. 2 (03/04; 2014/10, 2014): 154–170.Chen, Jie-Qi, Jennifer McCray, Margaret Adams, and Christine Leow. “A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math.” Early Childhood Education Journal 42, no. 6 (2014): 367–377. doi:10.1007/s10643–013–0619–0.Cigala, Ada, Elena Venturelli, and Laura Fruggeri. “Family Functioning in Microtransition and Socio-Emotional Competence in Preschoolers.” Early Child Development and Care (2013): 1–18.Claessens, Amy and Rachel Garrett. “The Role of Early Childhood Settings for 4–5 Year Old Children in Early Academic Skills and Later Achievement in Australia.” Early Childhood Research Quarterly 29, no. 4 (0/4th, 2014): 550–561.Coddington, Catherine H., Rashmita S. Mistry, and Alison L. Bailey. “Socioeconomic Status and Receptive Vocabulary Development: Replication of the Parental Investment Model with Chilean Preschoolers and their Families.” Early Childhood Research Quarterly 29, no. 4 (0/4th, 2014): 538–549.Cohrssen, Caroline, Amelia Church, and Collette Tayler. “Purposeful Pauses: Teacher Talk during Early Childhood Mathematics Activities.” International Journal of Early Years Education 22, no. 2 (04/03; 2014/11, 2014): 169–183.Coley, Rebekah Levine, Elizabeth Votruba-Drzal, Melissa A. Collins, and Portia Miller. “Selection into Early Education and Care Settings: Differences by Developmental Period.” Early Childhood Research Quarterly 29, no. 3 (0/3rd, 2014): 319–332.Cooper, Peter J., Zahir Vally, Hallam Cooper, Theo Radford, Arthur Sharples, Mark Tomlinson, and Lynne Murray. “Promoting Mother–Infant Book Sharing and Infant Attention and Language Development in an Impoverished South African Population: A Pilot Study.” Early Childhood Education Journal 42, no. 2 (2014): 143–152. doi:10.1007/s10643–013–0591–8.Courtney, Jane and Maggie Gravelle. “What Makes the Difference? an Analysis of a Reading Intervention Programme Implemented in Rural Schools in Cambodia.” Compare: A Journal of Comparative and International Education 44, no. 3 (05/04; 2014/12, 2014): 416–434.Cross, Alice Frazeur and Michael Conn-Powers. “Making the Intentional Decision to use an Effective Curriculum to Promote Children’s Learning.” Early Childhood Education Journal 42, no. 6 (2014): 361–366. doi:10.1007/s10643–013–0623–4.Curby, Timothy W., Jason T. Downer, and Leslie M. Booren. “Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations.” Early Childhood Research Quarterly 29, no. 2 (0/2nd, 2014): 193–204.Damrow, Amy. “Navigating the Structures of Elementary School in the United States and Japan: An Ethnography of the Particular.” Anthropology & Education Quarterly 45, no. 1 (2014): 87–104.De Hoop, Jacobus and Furio C. Rosati. “Does Promoting School Attendance Reduce Child Labor? Evidence from Burkina Faso’s BRIGHT Project.” Economics of Education Review 39, (2014): 78.DeWitt, Jennifer, Louise Archer, and Jonathan Osborne. “Science-Related Aspirations Across the Primary–Secondary Divide: Evidence from Two Surveys in England.” International Journal of Science Education 36, no. 10 (07/03; 2014/11, 2014): 1609–1629.De Witte, Kristof and Chris Van Klaveren. “The Influence of Closing Poor Performing Primary Schools on the Educational Attainment of Students.” Educational Research and Evaluation 20, no. 4 (05/19; 2015/02, 2014): 290–307.Eggum-Wilkens, Natalie D., Richard A. Fabes, Sherri Castle, Linlin Zhang, Laura D. Hanish, and Carol Lynn Martin. “Playing with Others: Head Start Children’s Peer Play and Relations with Kindergarten School Competence.” Early Childhood Research Quarterly 29, no. 3 (0/3rd, 2014): 345–356.Eggum-Wilkens, Natalie D., Carlos Valiente, Jodi Swanson, and Kathryn Lemery-Chalfant. “Children’s Shyness, Popularity, School Liking, Cooperative Participation, and Internalizing Problems in the Early School Years.” Early Childhood Research Quarterly 29, no. 1 (0/1st, 2014): 85–94.Ehm, Jan-Henning, Sven Lindberg, and Marcus Hasselhorn. “Reading, Writing, and Math Self-Concept in Elementary School Children: Influence of Dimensional Comparison Processes.” European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) 29, no. 2 (06, 2014): 277–294.Elia, Iliada and Kyriacoulla Evangelou. “Gesture in a Kindergarten Mathematics Classroom.” European Early Childhood Education Research Journal 22, no. 1 (01/01; 2014/12, 2014): 45–66.Elwick, Sheena, Ben Bradley, and Jennifer Sumsion. “Infants as Others: Uncertainties, Difficulties and (Im)Possibilities in Researching Infants’ Lives.” International Journal of Qualitative Studies in Education (2012): 1–18.Emilson, Anette and Ingrid Pramling Samuelsson. “Documentation and Communication in Swedish Preschools.” Early Years 34, no. 2 (04/03; 2014/11, 2014): 175–187.Ewing, Donna L., Jeremy J. Monsen, and Maria Kwoka. “Behavioural and Emotional Well-being of Children Following Non-Directive Play with School Staff.” Educational Psychology in Practice 30, no. 2 (04/03; 2015/02, 2014): 192–203.Fahie, Declan. “Blackboard Bullies: Workplace Bullying in Primary Schools.” Irish Educational Studies 33, no. 4 (10/02; 2014/12, 2014): 435–450.Feza, Nosisi. “Inequities and Lack of Professionalisation of Early Childhood Development Practice Hinder Opportunities for Mathematics Stimulation and Realisation of South African Policy on Quality Education for all.” International Journal of Inclusive Education 18, no. 9 (09/02; 2014/12, 2014): 888–902.Fisher, Laurel. “Foundations of Children’s Self-Concepts about Everyday Activities: Identities and Comparative Contexts.” European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) 29, no. 3 (09, 2014): 537–555.FitzPatrick, Sarah, Mairéad Twohig, and Mark Morgan. “Priorities for Primary Education? from Subjects to Life-Skills and Children’s Social and Emotional Development.” Irish Educational Studies 33, no. 3 (07/03; 2014/12, 2014): 269–286.Forbes, Cory, Kim Lange, Kornelia Möller, Mandy Biggers, Mira Laux, and Laura Zangori. “Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A Cross-National Comparative Video Study.” International Journal of Science Education 36, no. 14 (09/22; 2014/11, 2014): 2367–2390.Ford, Karen L., Marcia A. Invernizzi, and Francis Huang. “Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?” Literacy Research and Instruction 53, no. 4 (10/02; 2014/12, 2014): 269–286.Franzén, Karin. “Under-Threes’ Mathematical Learning – Teachers’ Perspectives.” Early Years 34, no. 3 (07/03; 2014/11, 2014): 241–254.Frawley, Denise. “Combating Educational Disadvantage through Early Years and Primary School Investment.” Irish Educational Studies 33, no. 2 (04/03; 2014/12, 2014): 155–171.Freeman, Greta Griffin. “The Implementation of Character Education and Children’s Literature to Teach Bullying Characteristics and Prevention Strategies to Preschool Children: An Action Research Project.” Early Childhood Education Journal 42, no. 5 (2014): 305–316. doi:10.1007/s10643–013–0614–5.Frost, Melanie and Angela W. Little. “Children’s Learning Practices in Ethiopia: Observations from Primary School Classes.” Oxford Review of Education 40, no. 1 (2014): 91. doi:10.1080/03054985.2013.873526.Fung, Dennis. “Promoting Critical Thinking through Effective Group Work: A Teaching Intervention for Hong Kong Primary School Students.” International Journal of Educational Research 66, (2014): 45–62.Fyssa, Aristea, Anastasia Vlachou, and Elias Avramidis. “Early Childhood Teachers’ Understanding of Inclusive Education and Associated Practices: Reflections from Greece.” International Journal of Early Years Education 22, no. 2 (04/03; 2014/11, 2014): 223–237.Ghafouri, Farveh. “Close Encounters with Nature in an Urban Kindergarten: A Study of Learners’ Inquiry and Experience.” Education 3–13 42, no. 1 (01/02; 2014/10, 2014): 54–76.Gonzalez, Jorge E., Sharolyn Pollard-Durodola, Deborah C. Simmons, Aaron B. Taylor, Matthew J. Davis, Melissa Fogarty, and Leslie Simmons. “Enhancing Preschool Children’s Vocabulary: Effects of Teacher Talk before, during and After Shared Reading.” Early Childhood Research Quarterly 29, no. 2 (0/2nd, 2014): 214–226.Goodall, J. and K. Ghent. “Parental Belief and Parental Engagement in children’s Learning.” British Journal of Religious Education 36, no. 3 (09/02; 2015/01, 2014): 332–352.Grammatikopoulos, Vasilis, Athanasios Gregoriadis, Nikolaos Tsigilis, and Evridiki Zachopoulou. “Parental Conceptions of Quality in Greek Early Childhood Education.” European Early Childhood Education Research Journal 22, no. 1 (01/01; 2014/12, 2014): 134–148.Green, Monica. “Transformational Design Literacies: Children as Active Place-Makers.” Children’s Geographies 12, no. 2 (04/03; 2014/10, 2014): 189–204.Gregoriadis, Athanasios and Vasilis Grammatikopoulos. “Teacher–child Relationship Quality in Early Childhood Education: The Importance of Relationship Patterns.” Early Child Development and Care (2013): 1–17.Gunnarsdottir, Bryndis. “From Play to School: Are Core Values of ECEC in Iceland being Undermined by ‘schoolification’?” International Journal of Early Years Education 22, no. 3 (07/03; 2014/11, 2014): 242–250.Gustavsson, Laila and Niklas Pramling. “The Educational Nature of Different Ways Teachers Communicate with Children about Natural Phenomena.” International Journal of Early Years Education 22, no. 1 (01/02; 2014/11, 2014): 59–72.Habashi, Janette and Jody A. Worley. “Children’s Projected Political Preference: Transcending Local Politics.” Children’s Geographies 12, no. 2 (04/03; 2014/10, 2014): 205–218.Hacıeminoğlu, Esme, Özgül Yılmaz-Tüzün, and Hamide Ertepınar. “Development and Validation of Nature of Science Instrument for Elementary School Students.” Education 3–13 42, no. 3 (05/04; 2014/10, 2014): 258–283.Haden, Catherine A., Erin A. Jant, Philip C. Hoffman, Maria Marcus, Jacqueline R. Geddes, and Suzanne Gaskins. “Supporting Family Conversations and Children’s STEM Learning in a Children’s Museum.” Early Childhood Research Quarterly 29, no. 3 (0/3rd, 2014): 333–344.Hall, Anna H., Michael D. Toland, Jennifer Grisham-Brown, and Steve Graham. “Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills.” Early Childhood Education Journal 42, no. 6 (2014): 423–430. doi:10.1007/s10643–013–0594–5.Hansen, Kirstine. “Moving House for Education in the Pre-School Years.” British Educational Research Journal 40, no. 3 (06, 2014): 483–500.Havu-Nuutinen, Sari and Anneli Niikko. “Finnish Primary School as a Learning Environment for Six-Year-Old Preschool Children.” European Early Childhood Education Research Journal 22, no. 5 (10/20; 2014/12, 2014): 621–636.Hecker, Tobias, Katharin Hermenau, Dorothea Isele, and Thomas Elbert. “Corporal Punishment and Children’s Externalizing Problems: A Cross-Sectional Study of Tanzanian Primary School Aged Children.” Child Abuse & Neglect 38, no. 5 (5, 2014): 884–892.Hegde, Archana V., Chisato Sugita, Linda Crane-Mitchell, and Paige Averett. “Japanese Nursery and Kindergarten Teachers’ Beliefs and Practices regarding Developmentally Appropriate Practices.” International Journal of Early Years Education 22, no. 3 (07/03; 2014/11, 2014): 301–314.Hilbert, Dana D. and Sarah D. Eis. “Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten.” Early Childhood Education Journal 42, no. 2 (2014): 105–113. doi:10.1007/s10643–013–0588–3.Horstschräer, Julia and Grit Muehler. “School Entrance Recommendation: A Question of Age Or Development?” Education Economics 22, no. 3 (2014): 270.Huang, Francis L., Laura S. Tortorelli, and Marcia A. Invernizzi. “An Investigation of Factors Associated with Letter-Sound Knowledge at Kindergarten Entry.” Early Childhood Research Quarterly 29, no. 2 (0/2nd, 2014): 182–192.Hughey, S. Morgan, R. Glenn Weaver, Ruth Saunders, Collin Webster, and Michael W. Beets. “Process Evaluation of an Intervention to Increase Child Activity Levels in Afterschool Programs.” Evaluation and Program Planning 45, (2014): 164–170. doi:10.1016/j.evalprogplan.2014.04.004.Hungi, Njora, Moses Ngware, and Benta Abuya. “Examining the Impact of Age on Literacy Achievement among Grade 6 Primary School Pupils in Kenya.” International Journal of Educational Development 39, no. 0 (11, 2014): 237–249.Hunter, Thelma and Glenda Walsh. “From Policy to Practice?: The Reality of Play in Primary School Classes in Northern Ireland.” International Journal of Early Years Education 22, no. 1 (01/02; 2014/11, 2014): 19–36.Ihmeideh, Fathi and Enass Oliemat. “The Effectiveness of Family Involvement in Early Childhood Programmes: Perceptions of Kindergarten Principals and Teachers.” Early Child Development and Care (2014): 1–17.Iruka, Iheoma U., Nicole Gardner-Neblett, J. S. Matthews, and Donna-Marie C. Winn. “Preschool to Kindergarten Transition Patterns for African American Boys.” Early Childhood Research Quarterly 29, no. 2 (0/2nd, 2014): 106–117.Ishimine, Karin and Collette Tayler. “Assessing Quality in Early Childhood Education and Care.” European Journal of Education 49, no. 2 (06, 2014): 272–290.Jabbar, Sinaria Abdel and Haidar Ibrahim Zaza. “Impact of Conflict in Syria on Syrian Children at the Zaatari Refugee Camp in Jordan.” Early Child Development and Care (2014): 1–24.Jahromi, Laudan B., Amy B. Guimond, Adriana J. Umaña-Taylor, Kimberly A. Updegraff, and Russell B. Toomey. “Family Context, Mexican-Origin Adolescent Mothers’ Parenting Knowledge, and Children’s Subsequent Developmental Outcomes.” Child Development 85, no. 2 (2014): 593–609.Janssens, Wendy and Cristina Rosemberg. “The Impact of a Caribbean Home-Visiting Child Development Program on Cognitive Skills.” Economics of Education Review 39, (2014): 22.Jiang, Chunlian, Stephen Hwang, and Jinfa Cai. “Chinese and Singaporean Sixth-Grade Students’ Strategies for Solving Problems about Speed.” Educational Studies in Mathematics 87, no. 1 (09, 2014): 27–50.Johnson, Victoria A., Kevin R. Ronan, David M. Johnston, and Robin Peace. “Implementing Disaster Preparedness Education in New Zealand Primary Schools.” Disaster Prev and Management 23, no. 4 (07/29; 2015/02, 2014): 370–380.Kalb, Guyonne and Jan C. Van Ours. “Reading to Young Children: A Head-Start in Life?” Economics of Education Review 40, (2014): 1–24.Kalliala, Marjatta. “Toddlers as both More and Less Competent Social Actors in Finnish Day Care Centres.” Early Years 34, no. 1 (01/02; 2014/11, 2014): 4–17.Kershner, Ruth, Paul Warwick, Neil Mercer, and Judith Kleine Staarman. “Primary Children’s Management of Themselves and Others in Collaborative Group Work: ‘Sometimes it Takes Patience …’.” Education 3–13 42, no. 2 (03/04; 2014/10, 2014): 201–216.Kikas, Eve. “Socialization Values and Parenting Practices as Predictors of Parental Involvement in their Children’s Educational Process.” Early Education and Development 25, no. 1 (/2014, 01): 1; 1–18; 18.King, Colin B. and Katreena L. Scott. “Why are Suspected Cases of Child Maltreatment Referred by Educators so often Unsubstantiated?” Child Abuse & Neglect 38, no. 1 (1, 2014): 1–10.King, Ronnel, and Marianne Gaerlan. “High Self-Control Predicts More Positive Emotions, Better Engagement, and Higher Achievement in School.” European Journal of Psychology of Education–EJPE (Springer Science & Business Media B.V.) 29, no. 1 (03, 2014): 81–100.Kirk, Stacie M., Coleman R. Vizcarra, Erin C. Looney, and Erik P. Kirk. “Using Physical Activity to Teach Academic Content: A Study of the Effects on Literacy in Head Start Preschoolers.” Early Childhood Education Journal 42, no. 3 (2014): 181–189. doi:10.1007/s10643–013–0596–3.Klaar, Susanne, and Johan Öhman. “Children’s Meaning-Making of Nature in an Outdoor-Oriented and Democratic Swedish Preschool Practice.” European Early Childhood Education Research Journal 22, no. 2 (03/15; 2014/12, 2014): 229–253.Klaar, Susanne, and Johan Öhman. “Doing, Knowing, Caring and Feeling: Exploring Relations between Nature-Oriented Teaching and Preschool Children’s Learning.” International Journal of Early Years Education 22, no. 1 (01/02; 2014/11, 2014): 37–58.Koole, Tom and Ed Elbers. “Responsiveness in Teacher Explanations: A Conversation Analytical Perspective on Scaffolding.” Linguistics and Education 26, no. 0 (6, 2014): 57–69.Kukk, Airi, Tiia Õun, and Aino Ugaste. “Readiness for School of Children having Attended Language Immersion Kindergarten in their Teachers’ and Parents’ Opinions.” International Journal of Early Years Education 22, no. 2 (04/03; 2014/11, 2014): 156–168.Lau, Eva Yi Hung. “Chinese Parents’ Perceptions and Practices of Parental Involvement during School Transition.” Early Child Development and Care (2013): 1–13.Lee, Scott and Andrea McDonough. “Role of Self-Talk in the Classroom: Investigating the Relationship of Eight-to-Nine-Year-Olds’ Self-Regulatory Self-Talk Strategies with their Classroom Self-Regulatory Behaviour and Mathematical Achievement.” Early Child Development and Care (2014): 1–11.Leeves, Sylvia and Robin Banerjee. “Childhood Social Anxiety and Social Support-Seeking: Distinctive Links with Perceived Support from Teachers.” European Journal of Psychology of E
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