Linked e-resources
Details
Table of 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.
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.