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Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia

International journal of child care and education policy (Seoul), 2023-01, Vol.17 (1), p.2-24, Article 2

2023

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Exploring the role of an IBT-based Informal teaching practice at an edutainment centre on pre-service English language teachers

Asian-Pacific Journal of Second and Foreign Language Education, 2023-12, Vol.8 (1), p.12-18, Article 12

2023

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Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education

ZDM, 2019-05, Vol.51 (2), p.319-330

Chronaki, Anna

2019

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Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia

International journal of child care and education policy (Seoul), 2019-11, Vol.13 (1), p.1-16, Article 8

2019

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A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

International Journal of Educational Technology in Higher Education, 2017-05, Vol.14 (1), p.1-18, Article 11

2017

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Debugging behaviors of early childhood teacher candidates with or without scaffolding

International Journal of Educational Technology in Higher Education, 2022-03, Vol.19 (1), p.1-26, Article 26

2022

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Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves

ZDM, 2016-04, Vol.48 (1-2), p.185-197

2016

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Response, Resistance, or Restraint: A Triadic Model of Pre-service Teachers’ Perceptions on the (F)utility of Educational Therapy and Life Skills Education in ELT

The Asia-Pacific education researcher, 2017-12, Vol.26 (6), p.341-349

2017

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Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data

Large-scale Assessments in Education, 2023-12, Vol.11 (1), p.33-24, Article 33

2023

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Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study

ZDM, 2015-06, Vol.47 (3), p.377-390

2015

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Do our children learn enough in Sky Class? A case study: online learning in Chinese primary schools in the COVID era March to May 2020

Smart learning environments, 2021-12, Vol.8 (1), p.1-17, Article 35

2021

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Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school

ZDM, 2005-04, Vol.37 (2), p.72-80

2005

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The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it?

ZDM, 2015-06, Vol.47 (3), p.331-343

2015

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A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project

ZDM, 2016-07, Vol.48 (4), p.541-554

2016

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Simulating employment and fiscal effects of public investment in high-quality universal childcare in the UK

International journal of child care and education policy (Seoul), 2022-02, Vol.16 (1), p.3-3, Article 3

De Henau, Jerome

2022

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Invitation to the birthday party: rationale and description

ZDM, 2016-11, Vol.48 (7), p.947-960

2016

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Revealing and capitalising on young children’s mathematical potential

ZDM, 2016-11, Vol.48 (7), p.1079-1087

English, Lyn D.

2016

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Parents’ Acceptance of Participation in the Integration of Technology into Children’s Instruction

The Asia-Pacific education researcher, 2019-10, Vol.28 (5), p.457-467

2019

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Helping early childhood educators to understand and assess young children’s mathematical minds

ZDM, 2016-11, Vol.48 (7), p.941-946

Ginsburg, Herbert P.

2016

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Using dialogic talk to teach mathematics: the case of interactive groups

ZDM, 2015-11, Vol.47 (7), p.1299-1312

2015

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Making the able body: school mathematics as a cultural practice

ZDM, 2019-05, Vol.51 (2), p.251-261

2019

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Engaging children with educational content via Gamification

Smart learning environments, 2019-07, Vol.6 (1), p.1-15, Article 6

2019

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Appropriation of affordances of multiliteracies for Chinese literacy teaching in Canada

Research and practice in technology enhanced learning, 2019-01, Vol.14 (1), p.1-14, Article 1

2019

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The relevance and efficacy of metacognition for instructional design in the domain of mathematics

ZDM, 2017-08, Vol.49 (4), p.613-623

2017

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Peer assessment in group-oriented classroom contexts: on the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning

Language Testing in Asia, 2022-12, Vol.12 (1), p.61-23, Article 61

Homayouni, Mina

2022

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Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia

Exploring the role of an IBT-based Informal teaching practice at an edutainment centre on pre-service English language teachers

Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education

Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia

A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference

Debugging behaviors of early childhood teacher candidates with or without scaffolding

Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves

Response, Resistance, or Restraint: A Triadic Model of Pre-service Teachers’ Perceptions on the (F)utility of Educational Therapy and Life Skills Education in ELT

Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data

Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study

Do our children learn enough in Sky Class? A case study: online learning in Chinese primary schools in the COVID era March to May 2020

Teachers' funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers' views of linking home and school

The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it?

A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project

Simulating employment and fiscal effects of public investment in high-quality universal childcare in the UK

Invitation to the birthday party: rationale and description

Revealing and capitalising on young children’s mathematical potential

Parents’ Acceptance of Participation in the Integration of Technology into Children’s Instruction

Helping early childhood educators to understand and assess young children’s mathematical minds

Using dialogic talk to teach mathematics: the case of interactive groups

Making the able body: school mathematics as a cultural practice

Engaging children with educational content via Gamification

Appropriation of affordances of multiliteracies for Chinese literacy teaching in Canada

The relevance and efficacy of metacognition for instructional design in the domain of mathematics

Peer assessment in group-oriented classroom contexts: on the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning

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