Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Elementary Education | 2 |
| Elementary School Students | 2 |
| Korean | 2 |
| Chinese | 1 |
| Cognitive Structures | 1 |
| English Language Learners | 1 |
| Japanese | 1 |
| Language Role | 1 |
| Mandarin Chinese | 1 |
| Mathematics Skills | 1 |
| North American English | 1 |
| More ▼ | |
Author
| Brunner, Josie | 1 |
| Miura, Irene T. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Preschool Education | 1 |
Audience
| Researchers | 1 |
Location
| China | 1 |
| Japan | 1 |
| South Korea | 1 |
| Texas (Austin) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textBrunner, Josie – Online Submission, 2013
District-wide in Fall 2012, Austin Independent School District had at least 20 English language learner students (ELLs) in an elementary grade level who spoke Spanish, Vietnamese, Arabic, Korean, or Mandarin as their home language.
Descriptors: English Language Learners, Elementary School Students, Spanish, Vietnamese
Peer reviewedMiura, Irene T.; And Others – Child Development, 1988
Compares the cognitive representation of number of 24 American, 25 Chinese, 24 Japanese, and 40 Korean first-graders, and 20 Korean kindergartners. Chinese, Japanese, and Korean children preferred to use a construction of tens and ones to show numbers, whereas English-speaking children preferred to use a collection of units. (RJC)
Descriptors: Chinese, Cognitive Structures, Elementary Education, Elementary School Students
