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Natalia Kucirkova; Marta Ciesielska – Reading Psychology, 2025
Familiarity is a crucial element in narrative fiction reading for children, playing a significant role in social learning from storybooks. Nevertheless, distinct studies greatly vary in their interpretation of what renders a storybook familiar to a child, researchers' methods for measuring familiarity, and how researchers link familiarity to…
Descriptors: Children, Books, Childrens Literature, Novels
Dani McCauley – Journal of College Student Retention: Research, Theory & Practice, 2025
This quantitative research study sought to examine the differences in retention and degree attainment for college students depending on their home locale and the location of their institution of attendance. Students were divided into four groups: rural students who attended a rural institution, rural students who attended an urban institution,…
Descriptors: Undergraduate Students, Rural Schools, Rural Population, Urban Universities
Fangfang Cai – Journal of Advanced Academics, 2025
Teachers' perceptions are important in identifying and serving gifted children. However, little attention is given to gifted education in the early years in China. This study aimed to investigate teachers' perceptions of young gifted children (aged 3-6), exploring teachers' understandings, feelings, practices, and perceived challenges. Qualitative…
Descriptors: Foreign Countries, Teacher Attitudes, Academically Gifted, Young Children
Te-Sheng Chang; Alexander MacDonald Haynes – Educational Gerontology, 2025
Curricula have historically overlooked non-heteronormative education for elderly populations. The purpose of this study was to assess attitude changes toward same-sex relationships among Taiwanese older adults before and after taking a curriculum focused on the lived experiences of same-sex partners. Seventy-six older adults from Hualien County,…
Descriptors: Foreign Countries, Equal Education, Older Adults, Attitude Change
Maria L. Hugh; Stefan Horbanczuk; Angel Fettig; Jill Locke – Journal of Research in Special Educational Needs, 2025
Educators struggle to select evidence-based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and…
Descriptors: Intervention, Autism Spectrum Disorders, Special Education Teachers, Evidence Based Practice