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Download full textUNICEF Office of Research - Innocenti, 2022
Children begin learning about gender stereotypes as early as age two. The pre-primary education system does not always deliver on its potential to tackle and address harmful gender stereotypes while they are being absorbed by the youngest learners. All components of the pre-primary system have a role to play in breaking down these stereotypes.…
Descriptors: Preschool Education, Young Children, Parent Participation, Child Caregivers
Peer reviewedPerines, Haylen – International Education Studies, 2021
The objectives of this study were to explore teacher student's views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students…
Descriptors: Educational Research, Research Training, Teacher Education Programs, Preservice Teachers
Toledo, Gloria; Lizasoain, Andrea; Cerda-Oñate, Karina – Journal of Teacher Education and Educators, 2022
This paper describes a study exploring in-service (IS) and pre-service (PS) teachers' language ideologies about non-Spanish-speaking students' multilingualism in Chilean classrooms. A survey was answered by 69 IS teachers and 34 PS teachers in the Chilean school system. Both groups were asked about two dimensions: (a) teachers' knowledge and…
Descriptors: Foreign Countries, Preservice Teachers, Teachers, Student Attitudes
Direct linkEmerson, Andrea M.; Linder, Sandra M. – Early Years: An International Journal of Research and Development, 2021
The Reggio Emilia approach is identified as a resource and inspiration in the field of early childhood education. The term 'Reggio Inspired' refers to all Reggio Emilia approach-based practices outside of Reggio Emilia, Italy. This paper presents a comprehensive study of Reggio Inspired empirical research. Results from an integrative review of the…
Descriptors: Reggio Emilia Approach, Preschool Education, Educational Research, Child Development
Hill, Pixita del Prado; McMillen, Susan; Paterson, Wendy; Sepulveda, Tamara Irupe Alvarrez; Suriel, Patricia Thorndike; Ross, Sarah Ludwig; Kupper, Manfred; Ayala, Karen Alejandra Zuniga; Hicks, Richelle; Kaleba, Maina – School-University Partnerships, 2018
The SUNY Buffalo State Professional Development Schools Consortium is honored to have been selected as one of the recipients of the 2018 Award for Exemplary Professional Development Schools Achievement for its international PDS partnerships. Beginning with one school partner in 1991 in Western New York, the SUNY Buffalo State PDS Consortium has…
Descriptors: Professional Development Schools, Consortia, College School Cooperation, Partnerships in Education
