The first year at school an international perspective Peter Tymms, Tiago Bartholo, Sarah J. Howie, Elena Kardanova, Mariane Campelo Koslinski, Christine Merrell, Helen Wildy, editors

Format:

Book

Contributor:

Tymms, Peter

Bartholo, Tiago

Howie, Sarah J.

Kardanova, Elena

Campelo Koslinski, Mariane

Merrell, Christine

Wildy, Helen

Series:

International perspectives on early childhood education and development v. 39

Language:

English

Subjects (All):

Education, Primary--Cross-cultural studies.

Education, Primary.

Educational tests and measurements--Cross-cultural studies.

Educational tests and measurements.

early childhood education.

Genre:

Cross-cultural studies

Physical Description:

1 online resource

Place of Publication:

[S.l.] : SPRINGER INTERNATIONAL PU, 2023.

Cham, Switzerland Springer 2023

Summary:

This book explores a largely unexplored but vital part of education: the first year at primary/elementary school. The work shows that childrens progress varies enormously from school to school, class to class and child to child. This variation is important because the more progress that children make in that first year of school, the higher their academic attainment at the end of compulsory schooling. The iPIPS (international Performance Indicators in Primary Schools) project, upon which this book is based, has been able to provide deeper insights into some of the key issues within and across different contexts whilst highlighting new and some ongoing issues. Despite all the work there remain unanswered or new puzzling issues which are also explored. We need to know how to improve the education at that stage and, more broadly, we need greater clarity about when children should be taught to read and be introduced to formal arithmetic, in other words, when they should start school. The book will suggest some answers but it will raise important questions and dilemmas for which we do not, as yet, have answers

Contents:

Dedication

Foreword

Part 1. History of the International Performance in Primary School Indicators project

Chapter 1. A Reflection on Three Decades of Development

Chapter 2. The First Year at School. A Perspective from a Personal Standpoint

Part 2. Introduction. The Challenge of Assessing Young Childrens Progress Fairly and Making Comparisons

Chapter 3. Educational Assessment of Young Children

Chapter 4. International Comparative Assessments in Education

Chapter 5. International Comparative Assessments of Young Children. Debates and Methodology

Chapter 6. Teachers Roles in the Assessment of Young Children

Part 3. Growth of the International Performance in Primary School Indicators

Chapter 7. Packing 200 000 Years of Evolution in One Year of Individual Development. Developmental Constraints on Learning in the First Primary School Year

Chapter 8. Childrens Developmental Levels at the Start of School

Chapter 9. Progress Made During the First Year at School

Part 4. The First Year at School. Education Inequality, Poverty and Childrens Cognitive Development

Chapter 10. Measures of Family Background in the iPIPS Project - Possibilities and Limits of Comparative Studies Across Countries

Chapter 11. The Association Between Adverse Socio-Economic Circumstances and Cognitive Development within an International Context

Part 5. Using iPIPS Data for Teaching and Informing Policy

Chapter 12. Strategies to enhance Pedagogical Use of iPIPS Data and to support Local Government Decision-Making in Brazil

Chapter 13. Using Assessment Data to Inform Teaching. An Example from Lesotho

Chapter 14. The Use of iPIPS Data for Policy Assessment, Government Evidence-Based Decision Making and Pedagogical Use by Schools in Russia

Chapter 15. Using data to inform teaching. An example from the Western Cape, South Africa

Chapter 16. iPIPS Research Evidence. Case Studies to Promote Data Use

Part 6. Novel and Unexpected Findings from iPIPS

Chapter 17. Phonological Processing and Learning Difficulties for Russian First-Graders

Chapter 18. Name Writing Ability and its Effect on Children Future Academic Attainment

Chapter 19. The Early Physical-Motor Development Predictors of Young Childrens Mathematics Achievements

Chapter 20. Inattentiveness Predicts Reading Achievement in Primary School, but with Hyperactivity/Impulsivity it's more Complicated

Chapter 21. The Effects of Class Composition on First-Graders Mathematics and Reading Results. Two Countries Cases

Part 7. Conclusion

Chapter 22. Reflections and Recommendations

Notes:

Includes index

Online resource; title from PDF title page (SpringerLink, viewed July 10, 2023)

Other Format:

Print version:

ISBN:

9783031285899

3031285891

OCLC:

1387008290

Access Restriction:

Restricted for use by site license