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  Subjects -> EDUCATION (Total: 1297 journals)
    - ADULT EDUCATION (20 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (9 journals)
    - EDUCATION (1096 journals)
    - HIGHER EDUCATION (91 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (1 journals)
    - ONLINE EDUCATION (11 journals)
    - SCHOOL ORGANIZATION AND ADMINISTRATION (7 journals)
    - SPECIAL EDUCATION AND REHABILITATION (22 journals)
    - TEACHING METHODS AND CURRICULUM (30 journals)

EDUCATION (1096 journals)            First | 1 2 3 4 5 6 7 8 | Last

ELTWorldOnline.com     Open Access   (Followers: 2)
Emotional and Behavioural Difficulties     Hybrid Journal   (Followers: 4)
En Blanco y Negro     Open Access  
English for Specific Purposes     Hybrid Journal   (Followers: 6)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 1)
English in Education     Hybrid Journal   (Followers: 9)
English Language Teaching     Open Access   (Followers: 9)
Enrollment Management Report     Hybrid Journal   (Followers: 2)
Ensaio Avaliação e Políticas Públicas em Educação     Open Access  
Ensaio Pesquisa em Educação em Ciências     Open Access  
Enseñanza de las Ciencias Sociales     Open Access  
EntreVer - Revista das Licenciaturas     Open Access  
Environmental Education Research     Hybrid Journal   (Followers: 11)
Epidemiologic Perspectives & Innovations     Open Access   (Followers: 1)
Equine Veterinary Education     Hybrid Journal   (Followers: 7)
Equity & Excellence in Education     Hybrid Journal   (Followers: 2)
Espacio, Tiempo y Educación     Open Access  
Estudios Pedagogicos (Valdivia)     Open Access   (Followers: 1)
Estudos Históricos     Open Access   (Followers: 4)
Ethics and Education     Hybrid Journal   (Followers: 8)
Ethiopian Journal of Education and Sciences     Open Access   (Followers: 2)
Ethnography and Education: New for 2006     Hybrid Journal   (Followers: 8)
EURASIP Journal on Audio, Speech, and Music Processing     Open Access   (Followers: 2)
European Early Childhood Education Research Journal     Hybrid Journal   (Followers: 3)
European Education     Full-text available via subscription   (Followers: 6)
European Educational Research Journal     Full-text available via subscription   (Followers: 11)
European Journal for Education Law and Policy     Hybrid Journal   (Followers: 5)
European Journal of Education     Hybrid Journal   (Followers: 19)
European Journal of Education and Psychology     Open Access   (Followers: 7)
European Journal of Engineering Education     Hybrid Journal   (Followers: 1)
European Journal of Open, Distance and E-Learning – EURODL     Open Access   (Followers: 7)
European Journal of Physics Education     Open Access   (Followers: 5)
European Journal of Psychology of Education     Hybrid Journal   (Followers: 6)
European Journal of Special Needs Education     Hybrid Journal   (Followers: 7)
European Journal of Teacher Education     Hybrid Journal   (Followers: 12)
European Physical Education Review     Hybrid Journal   (Followers: 5)
Evaluation     Hybrid Journal   (Followers: 7)
Evaluation & Research in Education     Hybrid Journal   (Followers: 16)
Evolution: Education and Outreach     Open Access  
Exceptionality     Hybrid Journal   (Followers: 1)
Extensio : Revista Eletrônica de Extensão     Open Access  
FAISCA. Revista de Altas Capacidades     Open Access  
FEM : Revista de la Fundación Educación Médica     Open Access  
Feminist Teacher     Full-text available via subscription   (Followers: 2)
Filosofia e Educação     Open Access  
FIRE : Forum of International Research in Education     Open Access  
First Opinions-Second Reactions (FOSR)     Open Access  
Focus : Journal of the City and Regional Planning Department     Open Access   (Followers: 6)
Focus on Autism and Other Developmental Disabilities     Hybrid Journal   (Followers: 14)
Focus on Health Professional Education : A Multi-disciplinary Journal     Full-text available via subscription   (Followers: 2)
Form@re - Open Journal per la formazione in rete     Open Access   (Followers: 2)
Foro de Educación     Open Access  
Foro de Profesores de E/LE     Open Access  
FORUM     Open Access  
Forum Oświatowe     Open Access  
French Studies in Southern Africa     Full-text available via subscription  
Frontiers of Education in China     Hybrid Journal  
Frontline     Full-text available via subscription   (Followers: 1)
Frontline Learning Research     Open Access  
Frühe Bildung     Hybrid Journal   (Followers: 1)
GEMS : Gender, Education, Music, and Society     Open Access  
Geographical Education     Full-text available via subscription   (Followers: 3)
Gifted Child Quarterly     Hybrid Journal   (Followers: 8)
Gifted Children     Open Access   (Followers: 2)
Gifted Education International     Hybrid Journal   (Followers: 6)
Global Education Review     Open Access   (Followers: 2)
Global Journal of Educational Research     Full-text available via subscription  
Global Perspectives on Accounting Education     Full-text available via subscription  
Global Studies of Childhood     Full-text available via subscription   (Followers: 1)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 8)
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 7)
Handbook of the Economics of Education     Full-text available via subscription   (Followers: 5)
Harvard Educational Review     Full-text available via subscription   (Followers: 1)
Health Education & Behavior     Hybrid Journal   (Followers: 7)
Health Education Research     Hybrid Journal   (Followers: 11)
High Ability Studies     Hybrid Journal   (Followers: 3)
High School Journal     Full-text available via subscription   (Followers: 4)
Higher Education     Hybrid Journal   (Followers: 145)
Higher Education Abstracts     Hybrid Journal   (Followers: 18)
Higher Education in Europe     Hybrid Journal   (Followers: 12)
Higher Education Management and Policy     Full-text available via subscription   (Followers: 14)
Higher Education Policy     Hybrid Journal   (Followers: 12)
Higher Education Quarterly     Hybrid Journal   (Followers: 178)
Higher Education Research & Development     Hybrid Journal   (Followers: 170)
Histoire de l'éducation     Open Access   (Followers: 1)
História & Ensino     Open Access  
Historia de la Educación. Anuario     Open Access  
Historical Studies in Education     Open Access   (Followers: 1)
History of Education Quarterly     Hybrid Journal   (Followers: 3)
History of Education Review     Hybrid Journal   (Followers: 2)
History of Education: Journal of the History of Education Society     Hybrid Journal   (Followers: 11)
Horizontes Educacionales     Open Access  
HSE - Social and Education History     Open Access  
Huria : Journal of the Open University of Tanzania     Full-text available via subscription  
i.e. : inquiry in education     Open Access   (Followers: 1)
IAMURE International Journal of Education     Open Access   (Followers: 5)
IEEE Potentials     Full-text available via subscription   (Followers: 2)
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje     Hybrid Journal   (Followers: 1)
IEEE Transactions on Education     Hybrid Journal   (Followers: 3)

  First | 1 2 3 4 5 6 7 8 | Last

Journal Cover International Journal of Early Childhood
   [6 followers]  Follow    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 0020-7187 - ISSN (Online) 1878-4658
     Published by Springer-Verlag Homepage  [2209 journals]   [SJR: 0.199]   [H-I: 6]
  • Relating Child Care During Infancy to Externalizing and Internalizing
           Behaviors in Toddlerhood: How Specific Features of Child Care Quality
           Matter Depending on a Child’s Gender and Temperament
    • Abstract: Abstract This study explored whether the relationships between specific features of child care quality and externalizing and internalizing behaviors in 24-month-old children are moderated by gender and temperament. Questionnaires were used to record children’s gender and measure their temperament. Child care quality was observed with the Échelles d’observation de la qualité éducative (Educative Quality Observation Scale), an observation scale series based on the local specificities of the educational program mandated for Quebec’s child care service. Externalizing and internalizing behaviors of each child were measured with the Child Behavior Checklist 2/3. Results confirm the moderation hypothesis of child gender and temperament in the relationship between child care quality and child behaviors for externalizing behaviors only; internalizing behaviors were predicted by child temperament and child care quality individually. The discussion stresses the significance of high levels of child care quality in order to ensure lower rates of externalizing behaviors among girls and temperamentally difficult children, as well as lower rates of internalizing behaviors among all children. These findings have practical implications in support of individualized educational practices under certain circumstances. Finally, the study provides empirical support for an ecological perspective in the study of the influence of child care quality on child outcomes.
      PubDate: 2014-04-08
       
  • International Indicators as a Measure of National Policies
    • Abstract: Abstract National policies on Early Childhood Care and Education (ECEC) are usually evaluated by commentators in terms of their own history and context. However, the recent OECD family database offers comparative tables on a range of ECEC policies, and charts their impact on different socio-economic groups within countries. From a comparative point of view some measures are clearly more effective than others in redistributing income and mitigating inequality. This article is based on recent work undertaken for the Department of Education in England, and illustrates how analysis of the OECD figures can highlight the strengths and weaknesses of ECEC policy in the UK. It demonstrates that whilst UK expenditure on ECEC services is high, there is a relatively poor return on investment. It suggests in particular that demand-led payments (giving money to parents rather than to services) and loose regulatory requirements about private sector charges and finances, lead to poor value for money.
      PubDate: 2014-04-01
       
  • Utilizing a Global Environmental Assessment Tool to Facilitate
           Professional Development: The Voices of Kindergarten Teachers in Italy
    • Abstract: Abstract This international research project examined the value of utilizing an early childhood program assessment instrument as a tool for in-service professional development and self-reflection for kindergarten teachers in Parma, Italy. Teacher educators from universities in Italy and the USA conducted the study collaboratively. Goals of the study were to engage the kindergarten teachers in testing the ACEI-GGA tool in Italy for validity and reliability; utilize the tool as a means of self-reflection and study of the classroom context; and enhance the teachers’ feelings and attitudes about the program assessment process. Data sources were the kindergarten teachers who utilized ACEI-GGA tool in their classrooms as a means of evaluating their practices and determining the clarity and ease of use of the assessment tool in Italian kindergarten classrooms. Teacher responses provided the researchers with helpful information on the clarity of the items across the five content areas or domains, especially the content area related to “serving children with special needs and their families.” Results indicate that the kindergarten teachers benefited from the use of the program assessment tool for professional development purposes. In addition, the kindergarten teachers provided helpful feedback on the clarity and usefulness of the tool.
      PubDate: 2014-03-07
       
  • National Policies in a Globalised World 2
    • PubDate: 2014-03-04
       
  • Letter from the Editor
    • PubDate: 2014-03-02
       
  • The Australian Early Childhood Curriculum and a Cosmopolitan Imaginary
    • Abstract: Abstract In our interconnected and interdependent world, national early childhood education and care (ECEC) policies can no longer be made or read independently from their global contexts. Policy statements often display a global awareness that construct notions about ‘the child’ as a ‘global citizen’, particular relations to others and certain prospects about the world. In this paper, we analyse the Australian Early Years Learning Framework: Belonging, Being and Becoming (EYLF) and associated documents to make explicit the particular child subjects, forms of belonging and prospects they produce. The multivocality and multiperspectivity of the EYLF enable parallel interpretations, which we utilise here and focus on two possible readings: first, an educational prospect that furthers neoliberal globalisation and modernist notions by fashioning ECEC as part of national and mostly economic projects, while the second reading identifies aspects of the EYLF that prefigure a new mode of learning that engages alternatively with our interdependent world through a ‘cosmopolitan ethics’ and ‘cosmopolitan solidarity’. Based upon our second reading, we utilise our ‘radical imagination’ to extend the cosmopolitan imaginary of the EYLF for pedagogical use.
      PubDate: 2014-02-27
       
  • Panel of Referees During 2013
    • PubDate: 2014-02-26
       
  • From Early Childhood Development Policy to Sustainability: The Fragility
           of Community-Based Childcare Services in Malawi
    • Abstract: Abstract Over the past 20 years, more than 6,000 community-based childcare centers (CBCCs) have been created in mostly rural areas of Malawi. Although the original purpose of these CBCCs was to meet the care needs of orphans and vulnerable children affected by the HIV/AIDS pandemic, the services have since expanded their mandate to provide early development and learning opportunities as well as part-time childcare for working parents. The Malawi national policy is to expand this network of CBCCs to improve early childhood development outcomes, however, sustainability of these services has been an ongoing challenge. This article discusses the roots and extent of this sustainability challenge, drawing on lessons learned from recent fieldwork conducted as part of a baseline study.
      PubDate: 2014-02-26
       
  • Improving the Quality of Early Childhood Education in Chile: Tensions
           Between Public Policy and Teacher Discourses Over the Schoolarisation of
           Early Childhood Education
    • Abstract: Abstract This article problematises emerging tensions in Chile, in relation to the discourses of early childhood teachers and public policies aimed at improving the quality of early childhood education. The aim of the analysis is to contribute to developing more nuanced understandings of these tensions, through the analytical lenses provided by the concepts of agency, power and discourses in the social construction of professional identity. The paper begins by describing aspects of the current Chilean policy context of early childhood education, and its location in the broader educational system. Tracing recent public policy initiatives focused on improving early childhood education quality; the paper then considers diverse sources of available evidence of early childhood teacher perspectives and responses to public policy discourses. It concludes by contextualising the findings of the analysis in an international literature body about early childhood professional identity.
      PubDate: 2014-02-25
       
  • Tensions Between Discourses of Development, Religion, and Human Capital in
           Early Childhood Education Policy Texts: The Case of Indonesia
    • Abstract: Abstract In this paper we consider how particular discourses have come to dominate early childhood education (ECE) policy in Indonesia. We briefly explain the governance of Indonesian ECE and then our approach to policy analysis using critical discourse analysis. Three prevalent discourses are identified and discussed: ‘developmentalism’, ‘religious faith’ (specifically Islam) and ‘human capital’. We highlight the internal contradictions of each of these discourses and the ways in which they exist in tension with one another, arguing that these tensions both reflect and construct early childhood service provision, and the ways in which children, childhood and education in general are understood. We conclude by speculating on two aspects of ECE in Indonesia supported by the convergence of these discourses: private provision and an increasing ‘sharia-ization’ of services.
      PubDate: 2014-02-12
       
  • Not Babies Anymore: Young Children’s Narrative Identities in Finnish
           Day Care Centers
    • Abstract: Abstract With the aim of deepening understanding of young children’s identity construction, the study explores small stories produced in a Finnish day care center context. Small stories are understood as identity-constituting social practices that occur and recur in day care settings. Taking ideas on narrative ethnography as starting point, research material was collected by participating in the everyday life of children, as well as observing and listening to children. This paper draws on small stories, co-constructed over the course of 6 months in Violets, a group of children ranging between 1 and 3 years old. The findings of the study illustrate the dynamic and multiple nature of children’s narrative identities. Identity construction emerges as a process involving age, social status, emotions, peer relationships, and gender. In this paper, we reflect on our findings by retelling the story of one child, Joni. The study highlights pedagogical practices, the material environment, and the quality of interactions as important elements of children’s identity construction. It calls for critical reflection on how children’s sense of who they are is supported in the pedagogical practices of day care centers.
      PubDate: 2013-12-20
       
  • What is Best for the Child? Early Childhood Education and Care for
           Children under 3 Years of Age in Brazil and in Finland
    • Abstract: Abstract Early Childhood Education and Care (ECEC) policies and practices are local, historically and socially context-specific constructions. In addition to local ideals and policies, discursive practices concerning ECEC are influenced by universal ideals that are described and assigned by the member states of the United Nations Convention on the Rights of the Child (1989). This article examines the complex, culture-specific domestication of the universal commitment to the ‘best interests of the child’ in policies and curriculum guidance concerning ECEC for children under 3 years of age in two countries, Brazil and Finland. The qualitative case analysis is based on the main national policies and curricular guidelines on ECEC in both countries. Brazil and Finland both emphasize in their ECEC policies and curriculum guidance the rights of the (young) child to participation and protection. Similarities are also found in their emphasis on the educational nature of ECEC Institutions. Brazil is, however, more diverse in the treatment of its heterogeneous population. In Finland, the ‘best for the child’ is considered to be similar for all, i.e. the concept is domesticated uniformly across the entire population regardless of ethnicity or social class. In Brazil, in contrast, ‘the best’ is differentiated further for different strata of the population. In Brazil, ECEC policies aim to increase attendance in out-of-home care, whereas in Finland, the best for the youngest (0–3 years.) children unfolds as home care supported financially by the state.
      PubDate: 2013-12-19
       
  • Social Investment or Private Profit? Diverging Notions of
           ‘Investment’ in Early Childhood Education and Care
    • Abstract: In recent decades, many OECD countries have adopted the notion of ‘social investment’ to reframe traditional approaches to social welfare. Social investment strategies and policies focus on employment rather than welfare and promote public expenditure on skills and education throughout the life course, starting with early childhood education and care (ECEC). Such strategies and policies are future-oriented and premised on the assumption that the right types of public expenditure will generate social and economic returns. The child is a central figure within this frame, both as an emblem of the future and as a potential barrier to mothers’ employment in the here and now. But although there is an implicit assumption in much political discourse that public expenditure is equivalent to ‘social investment’ this is not necessarily the case. At more or less the same time that social investment has become a new paradigm for social expenditure, governments (especially, though not exclusively, in liberal English-speaking countries) began to turn to the market, enlisting private, for-profit firms to deliver services such as ECEC that were previously offered either by non-profit providers or the public sector. Rather than fund supply, these governments turned to demand-side strategies, providing parents with vouchers or other forms of cash or taxation assistance to enable them to purchase services in a quasi-market. As a consequence, private investment has become significant driver of policy; indeed, we argue, private investment has the potential to overshadow social investment. Using examples from Australia and England, we question the compatibility of social investment and private investment in ECEC.
      PubDate: 2013-12-18
       
  • Children Crossing Borders: School Visits as Initial Incorporation Rites in
           Transition to Preschool Class
    • Abstract: Abstract Most research about transition in educational settings describes how children enter into new contexts, especially transition from preschool to school. However, the overall research focus in this article is to gain knowledge about how the transition process can be characterized at the end of the preschool period before the actual transition. The data reported in this article was generated through visits to preschool class which have the intention to prepare children before the transition. The results support the conclusion that the transition process can be characterized as circular rather than linear, or maybe a spiral process that loops back and forth. The children in this study engage in a number of border encounters and border crossings between preschool and preschool class during the spring semester before the actual entering. After each border crossing they return to preschool and seem to reconstruct their experiences and expectations of preschool class. This looping movement highlights the identity deconstructions as a social learning process over time. It is shown that children enter the transitions process long before they actually (physically) enter or visit school. The results also propose that the transition is a period when the constructing of identities as ex preschool children may be important. In this process, the teachers in preschool have an important role to facilitate the children’s disengagement from preschool. The study also implies the need for teacher collaboration to make the transition transparent and explicit for the children.
      PubDate: 2013-11-01
       
  • Sustainability and Relationality Within Early Childhood Care and Education
           Settings in Aotearoa New Zealand
    • Abstract: Abstract This paper discusses one aspect of a recently completed two-year study, that of the enactment of relationality within early childhood care and education practice. The research project, Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years’ teaching and learning, involved ten early childhood centres from across New Zealand (Ritchie et al. 2010). Relationality refers to our lived relation to other human beings, other living creatures, and to the non-living entities with whom we share our spaces and the planet. The study has demonstrated some ways in which early childhood educators were able to extend children’s understandings of their relationality, their connectedness to others, and to the natural world, following theoretical underpinnings of the Indigenous Māori, such as manaakitanga (caring, generosity) and kaitiakitanga (environmental stewardship) (Tikanga Māori. Living by Māori values, Wellington, Huia, 2003), and of western epistemologies such as an ethic of care (The challenge to care in schools: An alternative approach to education, New York, Teachers College Press, 2005a; Educating citizens for global awareness, New York, Teachers College Press, 2005c, Philosophy of education, Boulder, Westview Press, 2007).
      PubDate: 2013-11-01
       
  • Assessment of the Psychosocial Development of Children Attending Nursery
           Schools in Karen Refugee Camps in Thailand
    • Abstract: Abstract The Karen, an ethnic minority group in Burma, have experienced a prolonged state of exile in refugee camps in neighboring Thailand because of ethnic conflict in their home country. Nursery schools in the three largest Karen refugee camps aim to promote the psychosocial development of young children by providing a child-centered, creative, learning-friendly environment. Psychosocial development and potentially concerning behaviors of two to five-year-old children in nursery schools were examined by use of a psychosocial checklist. The results showed that psychosocial development of the children increased with age, with most five year olds being proficient in playing cooperatively with other children. Sadness or emotional outbursts were observed for a third of the children. Difficulty separating from parents was also observed. The results also showed that children who attended the nursery schools for more than a year were better at playing cooperatively with other children and were more aware of their own and others’ feelings. On the other hand, children who were newer to the nursery schools were more polite and better at following rules and controlling their feelings when frustrated. The results indicate that nursery schools can be a promising practice to promote healthy psychosocial development of children in protracted refugee situations.
      PubDate: 2013-11-01
       
  • Editor’s Letter Issue 45.3.2013
    • PubDate: 2013-10-24
       
  • Feeling, Wondering, Sharing and Constructing Life: Aesthetic Experience
           and Life Changes in Young Children’s Drawing Stories
    • Abstract: Abstract This paper explores the nature of young children’s aesthetic experience and the ways in which they narrate their life changes within spontaneous drawing stories. The drawing stories were generated during a period of close to 1 year in the home of a mother with two young children. The theoretical and methodological basis of this study is narrative research and the view of children is as competent participants, constructing the knowledge of their childhood. The study highlights the importance of taking young children’s holistic and embodied way of living into account. It also emphasizes that young children’s aesthetic experience, often arising in action, is a vital part of their construction of knowledge. Methodologically and theoretically, this study points out the importance of listening to children’s multimodal narrating as a tool for understanding young children’s processes of responding to life changes, and for enabling young children’s voices in supportive ways.
      PubDate: 2013-07-19
       
  • Pedagogical Play Types: What Do They Suggest for Learning About
           Sustainability in Early Childhood Education?
    • Abstract: Abstract Sustainability education is increasingly understood as necessary for young children. An important aspect of early childhood sustainability education is associated with how best to integrate the conceptual basis of sustainability education with existing play-based pedagogies. Play-based pedagogies can be understood as occurring along a continuum, including more open-ended and freely chosen play to more teacher orientated play-based activities. Each of these play types suggests different opportunities for teacher's engagement with children’s learning. This paper examines how three different types of play-based pedagogy, including open-ended, modelled and purposefully framed play, prompt teacher planning for children’s learning about biodiversity as a knowledge subset of sustainability education. Vygotsky’s description of combinatorial activity is used to consider the extent to which each play type prompts teachers to plan for children’s engagement with biodiversity concepts in ways that are most likely to support knowledge construction.
      PubDate: 2013-03-06
       
  • Intuitive and Informal Knowledge in Preschoolers’ Development of
           Probabilistic Thinking
    • Abstract: Abstract Preschoolers develop a wide range of mathematical informal knowledge and intuitive thinking before they enter formal, goal-oriented education. In their everyday activities young children get engaged with situations that enhance them to develop skills, concepts, strategies, representations, attitudes, constructs and operations concerning a wide range of mathematical notions. Recently there is scientific interest in linking children’s informal and formal knowledge in order to provide them with opportunities to avoid biases aiming at formulating, perceiving, reflecting on and exercising probabilistic notions. The current study investigates preschoolers’ (N=90) intuitive understanding of the likelihood of events in a probabilistic task with spinners. Participants, at the age of 4 to 6, are tested on their predictions of the most probable outcome prior to and after an instructive session of reasoning. The probabilistic task, based on constructivist principles, includes methodological alterations concerning the sample space and the themes of the stimuli. Educational implications are further discussed under the general point of view that in order to link informal to formal mathematical learning in preschool classroom, the subject content and the cognitive capacity of children are important to match.
      PubDate: 2013-02-23
       
 
 
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