دانلود کتاب The First Year at School: An International Perspective (International Perspectives on Early Childhood Education and Development, 39)

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Foreword
Introduction
Contents
Editors and Contributors
About the Editors
Contributors
Abbreviations
List of Figures
List of Tables
Part I: Overview of the Book and Background to the Research on Which it is Base
Chapter 1: A Reflection on Three Decades of Development
1.1 Introduction
First Steps
Development
Computerisation
1.2 Expansion and Transfer to Durham
Development and Decisions
Feedback to Teachers
Interventions
1.3 Other Countries
1.4 Developmental Issues
1.5 Quality Assurance
1.6 Opposition to Baseline Assessment
1.7 A New International Approach: iPIPS
Appendix: Details from Brazil, Russia and Australia
Brazil
Russia
Australia
References
Chapter 2: The First Year at School: A Perspective from a Personal Standpoint
References
Part II: Introduction: The Challenge of Assessing Young Children’s Progress Fairly and Making Comparisons
Introduction
References
Chapter 3: Educational Assessment of Young Children
3.1 Introduction
3.2 The Escalation in Assessment of Younger Children
3.3 Rationale for Assessment of Young Children
3.4 Functions of the Assessment of Children
3.5 Conclusion
References
Chapter 4: International Comparative Assessments in Education
4.1 Introduction
4.2 Purposes and Functions of International Comparative Assessments
Benefits to Emerging Countries
Benchmarking
Monitoring Education Systems
Explanatory Factors and Frameworks
4.3 Cross-National and Regional Validity of International Comparative Assessments: Methodological Considerations
Design of International Comparative Assessments
Research Questions and Conceptual Framework
Research Design
Target Population
Sampling
Instrument Development
Data Collection and Preparation
Data Analysis and Reporting
Other Non-methodological Considerations
References
Chapter 5: International Comparative Assessments of Young Children: Debates and Methodology
5.1 Introduction
5.2 International Comparative Assessments of Young Children
The IEA Preprimary Study, 1987–1997
International Early Learning Study (IELS)
Critique and Issues Related to IELS
5.3 Methodological Issues Regarding International Assessments of Young Children
Strategies Used to Assess Young Children outside of International Assessments
Reflection on Methodological Challenges and Solutions Addressed by the IPIPS Team
References
Chapter 6: Teachers’ Roles in the Assessment of Young Children
6.1 Introduction
6.2 Teacher Assessments
Teachers’ Conceptions of Assessment
Assessment Literacy of Teachers
Teachers’ Experiences of Implementing Assessment Systems and Accountability
Teacher Assessment in Research Studies
6.3 Validity and Reliability of Teachers’ Assessments and Ratings of Young Children Studies
Factors Influencing the Validity and Reliability of Teachers’ Assessments and Ratings of Young Children
6.4 iPIPS Methodology for Ensuring Validity and Reliability of the Assessments
References
Part III: Growth of the International Performance in Primary School Indicators Project
Introduction
References
Chapter 7: Packing 200,000 Years of Evolution in One Year of Individual Development: Developmental Constraints on Learning in the First Primary School Year
7.1 Introduction
7.2 Changing Developmental Priorities from Preschool to Primary School
Episodic Representations
Realistic Representational Thought
Rule-Based Thought
7.3 Learning in Language and Mathematics
Language
Mathematics
Dyslexia and Dyscalculia: Understanding Developmental Learning Difficulties
7.4 Outline for the FOSTIR Programme
Early Learning in Language and Mathematics
7.5 Conclusions
References
Chapter 8: Children’s Developmental Levels at the Start of School
8.1 Introduction
8.2 The iPIPS Assessment
8.3 Cognitive Development
8.4 Personal, Social and Emotional Development
8.5 Developmental Levels at the Start of School
South Africa
Context
iPIPS Sample
Cognitive Development
Personal, Social and Emotional Development
Lesotho
Context
iPIPS Sample
Cognitive Development
Brazil
Context
iPIPS Sample
Cognitive Development
Personal, Social and Emotional Development
Australia, England and Scotland
Context
Cognitive Development
Personal, Social and Emotional Development
Russia
Context
Cognitive Development
Personal, Social and Emotional Development (Fig. 8.13)
8.6 Discussion
References
Chapter 9: Progress Made During the First Year at School
9.1 Introduction
9.2 The First Year of School in England and the Western Cape of South Africa
England
Western Cape of South Africa
9.3 Validity of Comparisons
9.4 The Importance of the First Year at School
9.5 Summary
References
Part IV: The First Year at School: Education Inequality, Poverty and Children’s Cognitive Development
Introduction
References
Chapter 10: Measures of Family Background in the iPIPS Project – Possibilities and Limits of Comparative Studies Across Countries
10.1 Introduction
10.2 The Measures of Family Background in iPIPS Studies
The United Kingdom (England and Scotland)
Australia (Western Australia)
Russian Federation (Tartar Republic)
South Africa (Western Cape)
Brazil (Rio de Janeiro – RJ and Sobral – CE)
10.3 Preliminary Answers: Possibilities and Limits of Comparative SES
10.4 Final Remarks
Appendix
References
Chapter 11: The Association Between Adverse Socio-economic Circumstances and Cognitive Development Within an International Context
11.1 Introduction
11.2 Assessing Socio-economic Status in the Context of the IPIPS Project
What Has the IPIPS Project Contributed to Our Understanding of Early Socio-economic Impact?
Composite Measures of Socio-economic Status
Disadvantaged Group Status
Parental Education
Wider Background Measures
11.3 Summary
11.4 Challenges and Future Research Directions for Early Socio-economic Status Researchers
11.5 Implications for Policy
11.6 Conclusion
References
Part V: Using iPIPS Data for Teaching and Informing Policy
Introduction
References
Chapter 12: Strategies to Enhance Pedagogical Use of iPIPS Data and to Support Local Government Decision-Making in Brazil
12.1 Introduction
12.2 Strategies to Provide Incentive for Pedagogical Use by Schools in Brazil
12.3 Strategies to Inform Policy Makers
12.4 Concluding Remarks
References
Chapter 13: Using Assessment Data to Inform Teaching: An Example from Lesotho
13.1 The Education System in Lesotho
13.2 A Feasibility Pilot of iPIPS
13.3 Using iPIPS in Schools
13.4 Next Steps in Lesotho
References
Chapter 14: The Use of iPIPS Data for Policy Assessment, Government Evidence-Based Decision Making and Pedagogical Use by Schools in Russia
14.1 Introduction
14.2 Use of Assessment Results by Teachers, Head Teachers and Parents
14.3 Informing Policy Decision-Making
Chapter 15: Using Data to Inform Teaching: An Example from the Western Cape, South Africa
15.1 The Education System in the Western Cape and the iPIPS Project
15.2 Using iPIPS in School
References
Chapter 16: iPIPS Research Evidence: Case Studies to Promote Data Use
16.1 Introduction
16.2 Promoting Evidence into Use: Data Formats and Transfer
16.3 Strategies to Disseminate Data and to Motivate Data Use in Brazil, Lesotho, Russia and South Africa
16.4 Strategies to Promote Data-Use: Stakeholders, Type of Evidence and Data Transfer
16.5 Results and Impacts of the Data-Use Strategies
16.6 Concluding Remarks and Ways Forward
References
Part VI: Novel and Unexpected Findings from iPIPS
Introduction
References
Chapter 17: Phonological Processing and Learning Difficulties for Russian First-Graders
17.1 Introduction
17.2 Method
Participants
Instruments and Measures
Analysis Plan
17.3 Results
17.4 Discussion
References
Chapter 18: Name Writing Ability and Its Effect on Children Future Academic Attainment
18.1 Introduction
18.2 The Hypothesis and Study
18.3 Measures
18.4 The Analyses
18.5 Discussion
References
Chapter 19: The Early Physical-Motor Development Predictors of Young Children’s Mathematics Achievements
19.1 Introduction
19.2 Methods
19.3 Results and Discussion
19.4 Conclusion
References
Chapter 20: Inattentiveness Predicts Reading Achievement in Primary School, but with Hyperactivity/Impulsivity It’s More Complicated
20.1 Introduction
20.2 Method
Participants
Procedure
Instruments
20.3 Analysis and Results
20.4 Discussion
References
Chapter 21: The Effects of Class Composition on First-Graders’ Mathematics and Reading Results: Two Countries’ Cases
21.1 Introduction
21.2 The Case of Netherlands
Participants
Measures
Educational Programmes
Analysis Plan
Results
21.3 The Case of Russia
Participants
Measures
Analysis Plan
Results
21.4 Discussion
References
Part VII: Conclusion
Tribute to Christine Merrell
Introduction
Chapter 22: Reflections and Recommendations
22.1 Contexts
22.2 Research Findings
Generally Agreed
Context Specific
Surprising Results
22.3 New Questions
22.4 Recommendations and Conclusion
Recommendations for Parents
Recommendations for Schools
Recommendations for Education Authorities
Recommendations for Researchers
22.5 Conclusion
References
Index