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  2. Creating an equitable future through education A conference…

    https://www.educ.cam.ac.uk/centres/real/events/FullProgramme7Oct2021.pdf
    24 Sep 2021: She is Patron of the Red Hen Project, a Cambridge charity helping children to thrive at home and in school. ... These discoveries are enabling transformative educational interventions that have the potential to benefit millions of children worldwide.
  3. Leadership for Learning 2014 -15 Report Welcome to the ...

    https://www.educ.cam.ac.uk/networks/lfl/about/PDFs/2014-15%20LfL%20Report%20-%20Web.pdf
    4 Feb 2016: 4. LfL travels. The network is committed to sharing Leadership for Learning work as broadly and deeply as possible, in order to achieve maximum impact for children, their educators and families ... force in the education sector to foster innovative and
  4. CCE Report No5-Gender Report2_final_v2

    https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE%20Report%20No5_Gender%20Report2_final_v2.pdf
    22 Sep 2011: education. All the girls who participated in the study are also working children. ... exercise books. In addition all the boys were working children and their employment.
  5. 201216 Inform 3

    https://www.educ.cam.ac.uk/networks/lfl/about/inform/PDFs/InForm_3.pdf
    18 Nov 2014: Using a transactional analysis model, this iscloser to a ‘parent-child’ relationship, whereas criticalfriends try to foster an ‘adult-adult’ relationship. ... A Maori principal taught the children of his host primary school to do the Haka before
  6. MILLENNIUM GOALS REVISITED: TRANSFORMING TEACHING, LEARNING AND…

    https://www.educ.cam.ac.uk/centres/archive/cce/publications/Mauritius%20Conference%20report.pdf
    22 Sep 2011: Monitoring what our children are learning, how and under which conditions is crucial. ... This must be addressed before the number of children in schools is increased.
  7. RA in the UK

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/RA-in-the-UK.pdf
    20 Oct 2020: 1. Restorative Approaches in Schools in the UK If you work with, or care for, school-aged children and young people then this pamphlet is for you. ... 3. Why are Restorative Approaches helpful? Staff, children and parents/carers who work restoratively
  8. Play in Education dEvEloPmEnt and lEarning Summer 2019 Emotional ...

    https://www.educ.cam.ac.uk/centres/pedal/archive/newsevents/EvidencebriefSummer2019.pdf
    4 Dec 2020: Children’s emotional development describes their growing capacities to:. • experience and express emotions;. • ... It is often socially interactive; as children play with their peers or parents.
  9. CCE_Report No4_Gender Report1_final

    https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report%20No4_Gender%20Report1_final.pdf
    22 Sep 2011: in order to foster gender parity in education. For example, the National Strategy for Girls’. ... World Bank, 2005); in some instances these children are living with elderly grandparents or.
  10. 442D465A-4CC2-280540

    https://www.educ.cam.ac.uk/research/programmes/iwb/AERA2006.pdf
    20 Oct 2020: They can be networked to other ICT equipment, including laptops operated by children in the class. ... depending upon the teachers’ skills children may be actively involved in the manipulation of information.
  11. Mentoring Handbook 1 Guidelines for Secondary School Peer Mentors ...

    https://www.educ.cam.ac.uk/centres/archive/cce/publications/Mentoring_Handbook%20CCE_FAWE.pdf
    22 Jan 2014: 5. Foster trust and honesty. Don’t make promises you can’t fulfill. ... Sometimes they force children out of school. One of the changes in growing persons is Menstruation for girls.
  12. Final Report June 2015 (formatted)

    https://www.educ.cam.ac.uk/people/staff/mclellan/Final-Report-June-2015.pdf
    7 Jul 2015: among UK children on the intensity of the ‘must have’ attitudes among children and young adolescents. ... Children from these families appeared to appreciate that failure to acquire desirable objects distinguished.
  13. Student Voice and The Architecture of Change

    https://www.educ.cam.ac.uk/research/programmes/researchdevelopment/07_06rudduck1.doc
    20 Oct 2020: Hart, R. (1987) 'Children's participation in planning and design'. In C.S. ... 1997). Towards the participation of children and young people in urban planning and design.
  14. Collaborative Research Programme University of Cambridge Faculty of…

    https://www.educ.cam.ac.uk/networks/eri/casestudies/kazakhstan/researching/2012%20Report_short%20version.pdf
    5 Apr 2017: respondents from schools for gifted and talented children and from mainstream schools, teachers,. ... that foster or hamper current educational modernization in Kazakhstan in an era of globalization.
  15. PedagogyandLeadership in aTanzanian Primary School: A Case Study…

    https://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/pedagogy/PedagogyPoster3-final.pdf
    22 Sep 2011: Aziza) “The local environment is harsh; there are orphans and vulnerable children in all classes; however, even children who have both parents can be disadvantaged. ... Some will never see a doctor, some children have no shoes, no uniform, and some
  16. This article was downloaded by:[Reay, Diane] [Reay, Diane] On: ...

    https://www.educ.cam.ac.uk/people/staff/reay/unruly_places.pdf
    10 Oct 2014: Middle-class Imaginaries and Working-class Children', Urban Studies, 44:7, 1191 -. 1201. ... confused senseof self are evident in Shaun’s words.From what these children say, it is apparent.
  17. Volume 6 Number 2 November 2006

    https://www.educ.cam.ac.uk/research/programmes/cindle/Whitebreadetal.pdf
    20 Oct 2020: processes whereby children develop self-regulatory and metacognitive abilities within a Vygotskian framework. ... were provided to enable the children to develop metacognitive learning skills and dispositions.
  18. The Potential of Portable Technologies for Supporting Graphing…

    https://www.educ.cam.ac.uk/people/staff/hennessy/BJET_Lit_review.pdf
    10 Oct 2014: Special attention was devoted to encouraging parental and community involvement in and support for the children’s education, including offering workshops on writing and word processing skills. ... Length of time may be a critical factor for less able
  19. CCE Report No.9 - WomenKenya_Gender Report4_SRedits

    https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE%20Report%20No%209%20WomenKenya_Gender%20Report4final.pdf
    10 Sep 2012: 9 children, Farah explained the hardships she encountered because her father died when. ... responsibility for their children provided the catalyst to continue with their career – in some.
  20. Think of a Number: Self Regulated use of Mathematical Metalanguage by …

    https://www.educ.cam.ac.uk/research/programmes/cindle/Talk%20of%20a%20Number.doc
    20 Oct 2020: video which had contributed to their pedagogical understandings or knowledge of individual children. ... Table 2: Original version of typology used to categorise children’s mathematical metalanguage.
  21. JB - DF paper 10.1

    https://www.educ.cam.ac.uk/networks/lfl/projects/pastprojects/Bangs&Frost_%20ICSEI_2011.pdf
    18 Nov 2014: Nor does it mean that I am marginalising the matter of the children’s learning. …. ... 9. Birch, S. H. and Ladd, G. W. (1998) Children's interpersonal behaviors and the teacher-child relationship, Developmental Psychology 34 (5) pp.
  22. Teacher

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS041.doc
    20 Oct 2020: B/Rep]. The project report concluded that the approach which had been developed “enables pupils to be independent learners”, permits “teachers [to] spend more time with individuals”, and “fosters a more
  23. Bystanders in Schools: What Do They Do and WhatDo ...

    https://www.educ.cam.ac.uk/research/programmes/researchdevelopment/19_06mclaughlin.pdf
    20 Oct 2020: There were also substantial differences in the intendedresponses of primary and secondary children. ... For secondary students the. Table 4. Primary and Secondary Children’s Bystander Responses.
  24. ESRC_Feb 2010-1

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/ESRC_Feb%202010-1.pdf
    20 Oct 2020: the conventional domains of institutional cultures, be it schools, courts or children and family welfare. ... foster and promote power imbalances to a system that promote healthy self-regulation.
  25. Teacher Mediation of Subject Learning with ICT: a MultiMedia ...

    https://www.educ.cam.ac.uk/research/programmes/istl/T-MEDIA_Fin_Rep_Main.pdf
    20 Oct 2020: 2007) Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. ... 17. MERCER, N. & LITTLETON, K. (2007) Dialogue and the Development of Children's Thinking, London, Routledge.
  26. Fairman Mackenzie ECER paper 081114-1

    https://www.educ.cam.ac.uk/networks/lfl/about/PDFs/FairmanMackenzieECERpaper081114-1.pdf
    4 Sep 2014: they need time together to learn and discuss children’s learning and they need an environment. ... group members, through a network which fosters development of facilitation skills as well as.
  27. RES-000-23-00825 T-MEDIA Project End of Award Report to ESRC ...

    https://www.educ.cam.ac.uk/research/programmes/istl/T-MEDIA_Fin_Rep_App.pdf
    20 Oct 2020: 8. Care should be taken when interviewing children and students up to school leaving age; permission should be obtained from the school, and if they so suggest, the parents. ... Wood, D.J., Bruner, J. & Ross, G. (1976) The role of tutoring in problem
  28. TACTYC Newsletter report

    https://www.educ.cam.ac.uk/research/programmes/cindle/Cyprus%20paper%202.doc
    20 Oct 2020: the deployment of metacognitive and cognitive abilities, especially in the case of young children. ... L. (1985) The development of error correction strategies in young children’s manipulative play.
  29. February 2021 Exploring the School to Work Transition for ...

    https://www.educ.cam.ac.uk/centres/real/publications/School%20to%20Work%20Transition%20for%20Adolescent%20Girls%20Full%20Report.pdf
    16 Sep 2021: However, transferable skills are not sufficiently developed for all children and adolescents, whether in or out of school. ... Having children, which pushes young men towards employment, has the opposite effect for young women.
  30. Statements - Cambridge 2016 Seminar. 280416

    https://www.educ.cam.ac.uk/networks/lfl/about/PDFs/Statements%20-%20Cambridge%202016%20Seminar.pdf
    9 May 2016: require elimination of disparities for indigenous peoples and equal access for children with disabilities and in vulnerable situations. ... syntheses. When well implemented, it builds productive learning communities for diverse children, for teachers and
  31. Slide 1

    https://www.educ.cam.ac.uk/centres/archive/cce/events/conferences/cec/CEC_Singal_28_10_11.pdf
    20 Feb 2012: Nidhi Singal28th Oct. 2011. Disability and education: Ghana. “There is very limited information about the incidence of children with special needs around the country”(GMoESS, 2008). • ... Not just disability, but poverty too. Adisa Shaha, who had
  32. epiSTEMe_TISME_12

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeTISME12.pdf
    20 Oct 2020: that knowledge is a tool for solving problems, and foster coherent understanding of fundamental ideas and their relationships (Trafton et al., 2001). ... Eds.) (2001). Adding it up: Helping children learn mathematics. Washington DC: National Academy Press
  33. Research and policy 20_8 Sabates Carter Stern V4_HR_RS_HR_RS2

    https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf
    16 Sep 2021: comprehension relative to children for whom the language of instruction remained the same. ... of children as well as their opinion about learning support received at home.
  34. May 2013 InForm is a series of papers whose ...

    https://www.educ.cam.ac.uk/networks/lfl/about/inform/PDFs/InForm_15.pdf
    18 Nov 2014: Like children, teachers may gradually lose a sense of agency when they are overwhelmed by institutional demands, by impatient targets or categorical mandates. ... Consequently, it implies that schools need to adopt the organisational structures and grow
  35. June 2018 Early learning in Ethiopia: equitable access and ...

    https://www.educ.cam.ac.uk/centres/real/downloads/Policy%20papers/ELP%20System%20Diagnostic%20Final_Nov%202018_updated.pdf
    16 Sep 2021: and socio-emotional development before children enter Grade 1, but the information collected,. ... opportunities and outcomes for young children, through both research and operational support (World.
  36. Understanding the role of CAMFED’s peer mentors in shifting ...

    https://www.educ.cam.ac.uk/centres/real/researchprojects/ongoing/camfeds-girls-education-interventions-sub-saharan-africa/Role_of_peer_mentors.pdf
    24 May 2024: Development (Ministry of Community Development Gender and Children, 2005; The United Republic of Tanzania, 2016b;. ... They subsequently return to their local schools to support underprivileged children in their studies.
  37. Cross- case analysis preliminary themes

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS0521.doc
    20 Oct 2020: For example, for DR, “it was a lot easier to go round”, he “managed to focus on every pair of children” and “took a larger role in their decisions”. ... The History project teachers described in their report how “ongoing dialogue between
  38. TiPS0521

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS0521.pdf
    20 Oct 2020: For example, for DR, “it was a lot easier to go round”, he “managed to focus on every pair of children” and “took a larger role in their decisions”. ... The History project teachers described in their report how “ongoing dialogue between
  39. 

    https://www.educ.cam.ac.uk/research/programmes/eclipse/Tanetal(2005)IonisationEnergy.pdf
    20 Oct 2020: 5. (Driver, 1995) may be similar across cultures as children have very similar personal. ... conceptions are effective in daily life and hence valuable to them, while children’s.
  40. TEACh: Household survey TEACh (Teaching Effectively All Children)…

    https://www.educ.cam.ac.uk/centres/real/downloads/HH%20Questionnaire_field%20version_Pakistan_CC.pdf
    16 Sep 2021: PCODE PTEACH SCHOL TEXT UNIFORM MEAL. 10. Section 5. Time use of children. ... Compared with children of the same age, does [NAME] have. difficulty learning things?
  41. An investigation of appropriate new technologies to support…

    https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report_No6_%20DfID_ANTSIT.pdf
    22 Sep 2011: The ultimate goal is to improve the quality of children's lives and to enrich the quality of learning and teaching. ... Studies have shown that ICT4E initiatives have the most positive impacts when they foster interactive and collaborative environments
  42. 5. Statements - Cambridge 2014 Seminar

    https://www.educ.cam.ac.uk/networks/lfl/about/events/qualityeducationseminar/5_%20Statements%20-%20Cambridge%202014%20Seminar.pdf
    18 Nov 2014: Two examples. Low achieving groups of children and fragile, and dysfunctional schools are particularly vulnerable in highly devolved systems. ... This applies to both children’s and teachers’ learning. The OECD’s ‘Synergies for Better Learning’
  43. 0 The nature of parental involvement and its impact ...

    https://www.educ.cam.ac.uk/centres/real/researchprojects/ongoing/accountability-in-india/Dissertation-Middha-parental-involvement.pdf
    23 Feb 2023: parental involvement in children’s education are an important factor in determining the. ... instruments’ measures of verbal reading and arithmetic abilities of the children in primary.
  44. News Archive : Faculty of Education

    https://www.educ.cam.ac.uk/news/archive/archive.html?y=19
    It’s a safe environment in which children can practise how to respond. ... Those children who did seek support had a learning loss of only 34%.
  45. Musiceum R&D_Report16Feb_and_Appendices_FINAL_

    https://www.educ.cam.ac.uk/research/groups/artsandcreativities/projects/reports/Musiceum%20R&D_Report_June2018.pdf
    14 Sep 2020: for young children and their families in museums) this review has nonetheless provided. ... upon some dedicated research and development work with local Children’s Centres to.
  46. Foreword Building interdisciplinary and intercultural bridges: New…

    https://www.educ.cam.ac.uk/networks/cian/Building%20Interdisciplinary%20and%20Intercultral%20Bridges_compressed%20updated%20v_4.pdf
    22 May 2017: 8. Children on Wings and ‘Visual Composing’: Dimensions of Interdisciplinary and Transdisciplinary Learning Johanna Maria Roels 75. ... about innovative arts and science practices from around the world and to foster theory building.
  47. Participation and Re-presentation in ‘Start-ups’ as Epistemological…

    https://www.educ.cam.ac.uk/research/groups/artsandcreativities/projects/reports/WISE_Report_Final_revised22May19.pdf
    14 Sep 2020: WHAT IS AN ENTREPRENEURSHIP ECOSYSTEM? Entrepreneurship ecosystems are a conceptual framework designed to foster economic development via entrepreneurship, innovation and small business growth (Mazzarol, 2014). ... Furthermore, Bourdieu’s influence has
  48. The Parliamentary Office of Science and Technology, Westminster,…

    https://www.educ.cam.ac.uk/people/staff/demetriou/all_publications/POST-PN-0583.pdf
    27 May 2020: may show academic benefits. For example, the programme. Philosophy for Children (P4C) involves group discussions. ... National. Children’s Bureau & YoungMinds. 18 Layard et al. (2014). What Predicts a Successful Life?
  49. Scaling up a life skills and mentorship programme led ...

    https://www.educ.cam.ac.uk/centres/real/researchprojects/ongoing/camfeds-girls-education-interventions-sub-saharan-africa/Zambia_country_brief_scaling_the_learner_guide_programme.pdf
    20 Jul 2023: Alice ploughs back to her community and has personally supported the education of 11 children. ... They need to be appreciated to support the children who are within that constituency.
  50. Conceptual integration and science learners - do we expect too much

    https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.doc
    20 Oct 2020: the way that children absorb discussion of these issues in the life-world. ... How many children are exposed to discussions of atoms exchanging electrons and the like in their social hours!
  51. Taber (CSSME, Leeds, 2005) 1 Conceptual integration and science ...

    https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.pdf
    20 Oct 2020: reactions which did not derive from the way that children absorb discussion of these. ... issues in the life-world. How many children are exposed to discussions of atoms.

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