Preschool and Primary Education. Estonian Studies in Education. Volume 3

Literaturnachweis - Detailanzeige

Trefferliste

Sonst. Personen	Mikk, Jaan (Hrsg.); Veisson, Marika (Hrsg.); Luik, Piret (Hrsg.)
Titel	Preschool and Primary Education. Estonian Studies in Education. Volume 3
Quelle	(2011), (148 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-3-6316-2092-2
Schlagwörter	Attention Deficit Hyperactivity Disorder; Speech Communication; Primary Education; Learning Disabilities; Language Impairments; Mathematics Achievement; Preschool Children; Program Effectiveness; Foreign Countries; Kindergarten; Preschool Education; Teacher Motivation; Childrens Art; Comparative Analysis; Elementary School Students; Self Concept; Aggression; Student Behavior; Preschool Teachers; Creativity; Student Adjustment; Mathematics Skills; Problem Solving; Thinking Skills; Educational Philosophy; Educational Objectives; Estonia; Finland + Suchen Sie Ihr Suchwort? Primarbereich; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Selbstkonzept; Student behaviour; Schülerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Kreativität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Mathematics ability; Problemlösen; Denkfähigkeit; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; Estland; Finnland
Abstract	The studies in this volume explore a number of issues in education today. One paper reveals what actually motivates teachers to develop their career, another, how to teach primary teachers to talk about visual art. Children's artworks were explored in one article to see how they relate to their adjustment to school. In another, a case study was successful in developing reasoning in primary school students. The measurement of mathematics achievement revealed no difference between Estonian speaking and Russian speaking schools. Performance-related goals were shown in another article to be associated with the self-concept of the students. The learning disabilities of children were analysed, and the production of narratives by children with language impairment. The analysis of aggressive behaviour in children in Estonia and Finland indicated gender and country differences in their behaviour. Contents of this book include: (1) Kindergarten Teachers' Assessments of the Opportunities for Development of Their Professional Career in the Context of Attestation (Maire Tuul/Tiia Oun/Kristina Nugin/Kaisa Kungus); (2) Problems and Opportunities in Teaching Primary Teachers to Talk about Visual Art (Edna Vahter); (3) Assessment of the Coherence of Preschool Children's Picture-Elicited Narratives (Kati Maesaar/Marika Padrik/Merit Hallap); (4) Parent and Teacher Ratings of Preschool Boys' and Girls' Aggressive Behaviour: A Comparative Study in Estonia and Finland (Kristiina Tropp/Eeva-Liisa Kronqvist); (5) Relationship Between First Grade Students' Adjustment to School and Creativity (Kai-Liis Gramakovski/Eha Ruutel); (6) Success of Third-grade Students in Solving Different Types of Mathematics Problems in Estonian-speaking and Russian-speaking Schools (Reelika Leopard/Noona Kiuru/Anu Palu); (7) Maths-Specific Performance Goals, Interest and Self-Concept, and Their Relationship to Previous Task-Avoidant Behaviour and Maths Skills (Anna-Liisa Jogi/Katrin Magi/Eve Kikas); (8) A Case Study Analysing thence of Reasoning in Primary Students' Class Discussions Using the Philosophy for Children Programme (Egle Sare/Piret Luik); and (9) Learning Ability of Children with Attention Deficit Hyperactivity Disorder: Improvement of the Integration Capacity of Verbal Information Over Time (Angela Jakobson/Mairi Mannamaa/Ene Raudla). (ERIC).
Anmerkungen	Peter Lang GmbH, Internationaler Verlag der Wissenschaften. Eschborner Landstrasse 42-50, D-60489 Frankurt am Main, Germany. Tel: +49-78-07-05-0; Fax: +49-78-07-05-50; e-mail: zentrale.frankfurt@peterlang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10