المؤلفون: Anton Abdul Fatah, Miftahul Huda

المصدر: Jurnal Sosiologi Reflektif, Vol 18, Iss 1, Pp 1-26 (2023)

مصطلحات موضوعية: inter-religious trust, political preferences, school attainment era, socialization, Islam, BP1-253, Sociology (General), HM401-1281

وصف الملف: electronic resource

العلاقة: https://ejournal.uin-suka.ac.id/isoshum/sosiologireflektif/article/view/2947Test; https://doaj.org/toc/1978-0362Test; https://doaj.org/toc/2528-4177Test

الوصول الحر: https://doaj.org/article/a34e525e2cfc494f9409c95a4987b04bTest

المؤلفون: D’Jamila Garcia, Francisco Simões, Leonor Bettencourt, Cecília Aguiar, Inês Alves Ferreira, Joana Mendonça, Carla Moleiro, Antonella Rocca, Vladislava Lendzhova

المصدر: Societies, Vol 13, Iss 9, p 200 (2023)

مصطلحات موضوعية: secondary education, school attainment, municipalities, preschool enrollment, teachers, school-to-work transition, Social sciences (General), H1-99

وصف الملف: electronic resource

العلاقة: https://www.mdpi.com/2075-4698/13/9/200Test; https://doaj.org/toc/2075-4698Test

الوصول الحر: https://doaj.org/article/636c29662ca842fbac76846f3ee2eb18Test

المؤلفون: Cardozo Politi, Santiago

المساهمون: Fondo de Investigación María Viñas (ANII-Uruguay), Dirección de Investigación Educativa de la Dirección de Planeamiento Educativo (ANEP)

المصدر: Revista de Sociología de la Educación-RASE; Vol. 16, Núm. 1 (2023): MISCELÁNEO; 57-75 ; 2605-1923

مصطلحات موضوعية: Early development, school attainment, inequality, sociología, educación, desarrollo infantil, desempeño escolar, desigualdad

جغرافية الموضوع: nacional (Uruguay), Diacrónica (Panel: noviembre de 2016 a diciembre de 2021)

الوقت: El Panel sigue las trayectorias escolares de una muestra de 15529 alumnos/as uruguayos, valorados por la Evaluación Infantil Temprana (EIT) a los 5 años y nuevamente por el test adaptativo SEA+ en primaria.

وصف الملف: application/pdf

العلاقة: https://ojs.uv.es/index.php/RASE/article/view/24777/22214Test; Borba, E., Cardozo, S., Castelao, G., Peri, A., Salsamendi, G., y Silveira, A. (2018). Desarrollo infantil y riesgo de repetición en 1ero, DIEE-ANEP, Montevideo. Cabella, W. (Coord.) (2015). Informe final. Encuesta Nacional de Salud, Nutrición y Desarrollo Infantil, INE-Udelar-OPP-MIDES-UCC-MSP, Montevideo. Cardozo, S., Silveira, A., & Fonseca, B. (2022). Detección temprana del riesgo escolar. Predicción de trayectorias de rezago en la educación primaria en Uruguay mediante técnicas de machine learning. Revista Latinoamericana De Estudios Educativos , 52 (2), 297-326. https://doi.org/10.48102/rlee.2022.52.2.391Test. Castelao, G. (2021), Calidad del ambiente familiar, desarrollo infantil y resultados escolares. Un análisis longitudinal, Serie Maestría en Demografía y Estudios de Población, nro. 19, Udelar, FCS-Unidad Multidisciplinaria, Montevideo. Claessens, A. and Engel, M. (2013). How important is where you start? Early math- ematics knowledge and later school success. Teachers College Record, 115 (6), 1–29. Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: evidence from the ECLS-K. Economics of Education Review, 28 (4), 415–427. https://doi.org/10.1016/j.econedurev.20Test 08.09.0 03 . Collie, R. J., Martin, A. J., Nassar, N. and Roberts, C. L. (2019). Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement. Journal of Educational Psychology, 111(1), 170–187. doi:10.1037/edu0000262. Daviesa, S., Janusb, M. Dukub, E. and Ashley Gaskinb (2016), Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement, Early Childhood Research Quarterly 35, 63–75. DiPerna, J. C., Lei, P. and Reid, E. (2007), Kindergarten Predictors of Mathematical Growth in the Primary Grades: An Investigation Using the Early Childhood Longitudinal Study—Kindergarten Cohort, Journal of Educational Psychology, Vol. 99, No. 2, 369–379 Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Pagani, L., Feinstein, L., Engle, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., Japel, C., and García Coll, C. (2007). School readiness and later achievement. De- velopmental Psychology, 43 (6), 1428–1446. https://doi.org/10.1037/0012-1649.43Test. 6.1428. Failache, E., Salas G. y Vigorito A. (2015). Trayectorias educativas de los adolescentes en Uruguay. Un estudio en base a datos de panel. Serie Documentos de Trabajo, DT 06/2015. Instituto de Economía, FCEA-UDELAR, Uruguay. Failache, E., y Katzkowicz N. (2018). Desarrollo infantil: Una aproximación a sus determinantes. Concurso de proyectos de investigación: “Primera infancia: análisis comparado de la primera y segunda ola de la Encuesta de Nutrición, Desarrollo Infantil y Salud (ENDIS)”. Ministerio de Desarrollo Social, Montevideo. Greene,W. (2018), Econometric Analysis , 8th Edition,Pearson. Hunter, L., Bierman, K. and Hall, C. (2018), Assessing Non-cognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning, Early Education and Development, DOI:10.1080/10409289.2018.1495472. Kurdek, L., and Sinclair, R. (2001). Predicting reading and mathematics achievement in fourth-grade children from kindergarten readiness scores. Journal of Educational Psychology, 93 (3), 451–455. https://doi.org/10.1037/0022-0663.93.3Test. López, A. (2020), A validity study of the Evaluación Infantil Temprana (EIT), the University of New Brunswick, Graduate Academic Unit of Interdisciplinary Studies, Canada. López, A. y Salsamendi, G. (2018) La universalización de la Evaluación Infantil Temprana: una apuesta a la equidad. III Congreso Latinoamericano de Medición y Evaluación Educacional (COLMEE). Montevideo. López, A. y Willms, D. (2020). A National Evaluation of Kindergarten Outcomes: Findings from Uruguay, en Hall, J., Lindorff, A. y Sammons, P. (Eds.) “International Perspectives on Educational Effectiveness Research”, Springer. Mara, S., Alesina, L., Cabrio, S., Erramouspe, R., Pazos, L., y Ibañez, W. (2000). Estudio de Evaluación de impacto de la Educación Inicial en el Uruguay, ANEP, Montevideo. McCllelanda, M. and Cameron, Claire (2018), Developing together: the role of executive function and motor skills in children´s early academic lives, Early Childhood Research Quarterly, xxx. Morgan, P., Farkas, G., Wang, Y., Hillemeier, M., Oh, Y. and Maczuga, S. (2018), Executive function deficits in kindergarten predict repeated academic difficulties across elementary school, Early Childhood Research Quarterly, xxx. OECD (2019), PISA 2018 Results (Volume I): What student know and can do, PISA, OECD Publishing, Paris. Pace, A., Alper, R., Burchinal, M., Golinkoff, R. and Hirsh-Paseke, K.(2018), Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, https://doi.org/10.1016/j.ecresq.2018.04.001Test. Pagani, L. S., Fitzpatrick, C., Archambault, I., and Janosz, M. (2010). School readiness and later achievement: a French Canadian replication and extension. Develop- mental Psychology, 46 (5), 984–994. https://doi.org/10.1037/a0018881Test . Rhoadesa, B., Warrenb, H., Domitrovicha, C. and Greenberga, M. (2011) Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills, Early Childhood Research Quarterly 26, 182–191. Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L. and Winsler, A. (2021), School readiness skills at age four predict academic achievement, Early Childhood Research Quarterly, 57, 110-120. Romano, E., Babchishin, L., Pagani, L. S., and Kohen, D. (2010). School readiness and later achievement: replication and extension using a nationwide Canadian survey. Developmental Psychology, 46 (5), 995–1007. https://doi.org/10.1037Test/ a0018880 . Sabol, T., Bohlmann, N. and Downer, J. T. (2017). Low-income ethnically diverse children’s engagement as a predictor of school readiness above preschool classroom quality. Child Development. doi:10.1111/cdev.12832. Sloat, E., Beswick, J. & Willms, D. (2007), Using early literacy monitoring to prevent reading failure, Phi Delta Kappan, Vol. 88, Issue 7, Sage Journals. Tavassolie, T., Bleiker, C., Manfra, L., Hartman, S., Dinehart, L. and Winsler, A. (2020), How profiles of school readiness relate to grade 3 performance among low-income ethnically- and linguistically-diverse children, Applied Developmental Science, DOI:10.1080/10888691.2020.1781633. UNESCO (2021), Los aprendizajes fundamentals en América Latina y el Caribe. Evaluación de logros de los estudiantes. Estudio Regional Comparativo y Explicativo (ERCE 2019). Resumen ejecutivo, LLECE-UNESCO, Santiago. Vásquez-Echeverría, A., Tomás, C., González, M., Rodríguez, J. I., Alvarez-Nuñez, L., Liz, M., y Lopez Boo, F. (2021).Developmental disparities based on socioeconomic status and sex: an analysis of two large, population-based early childhood development assessments in Uruguay. Early Child Development and Care, 1–19.doi:10.1080/03004430.2021.1946528. Waters, N, Ahmed, S., Tang, S., Morrison, F. and Davis-Kean, P. (2021), Pathways from socioeconomic status to early academic achievement: The role of specific executive functions, Early Childhood Research Quarterly 54, 321–331 Willms, D., Laurie, R., Tunison, S. y Haley, A. (2000). Using Early Years Evaluation in a Response-to-Intervention (RTI) Model. Research, Evaluation, and Assessment in Schools, USA.; https://ojs.uv.es/index.php/RASE/article/view/24777Test

الإتاحة: https://doi.org/10.7203/RASE.16.1.24777Test
https://ojs.uv.es/index.php/RASE/article/view/24777Test

المؤلفون: Garcia, D’Jamila, Simões, Francisco, Bettencourt, Leonor, Aguiar, Cecília, Ferreira, Inês Alves, Mendonça, Joana, Moleiro, Carla, Rocca, Antonella, Lendzhova, Vladislava

مصطلحات موضوعية: secondary education, school attainment, municipalities, preschool enrollment, teachers, school-to-work transition, public policies

العلاقة: CA18213; https://www.mdpi.com/2075-4698/13/9/200Test; Garcia, D., Simões, F., Bettencourt, L., Aguiar, C., Ferreira, I.A., Mendonça, J., Moleiro, C., Rocca, A., Lendzhova, V. (2023). Predictors of Secondary Education Completion across Portuguese Municipalities: Evidence from the 2009–2018 Period. Societies, 13(9), 200; http://hdl.handle.net/10451/60159Test

الإتاحة: https://doi.org/10.3390/soc13090200Test
http://hdl.handle.net/10451/60159Test

المؤلفون: Fatah, Anton Abdul, Huda, Miftahul

المصدر: Jurnal Sosiologi Reflektif; Vol 18, No 1 (2023); 1-26 ; 2528-4177 ; 1978-0362

مصطلحات موضوعية: Political Sociology, Education, Inter-religious trust, Political preferences, School attainment era, Socialization

وصف الملف: application/pdf

العلاقة: https://ejournal.uin-suka.ac.id/isoshum/sosiologireflektif/article/view/2947/1800Test; https://ejournal.uin-suka.ac.id/isoshum/sosiologireflektif/article/view/2947Test

الإتاحة: https://doi.org/10.14421/jsr.v18i1.2947Test
https://ejournal.uin-suka.ac.id/isoshum/sosiologireflektif/article/view/2947Test

المؤلفون: See, Beng Huat, Gorard, Stephen

المصدر: Journal of Children's Services, 2018, Vol. 13, Issue 2, pp. 57-63.

الوصول الحر: http://www.emeraldinsight.com/doi/10.1108/JCS-11-2017-0051Test

المؤلفون: Gholamhossein Shahraki, Zahra Sedaghat, Mohammad Fararouei

المصدر: Substance Abuse Treatment, Prevention, and Policy, Vol 14, Iss 1, Pp 1-8 (2019)

مصطلحات موضوعية: Substance use disorder, Risk factors, School attainment, Leisure time, Public aspects of medicine, RA1-1270, Social pathology. Social and public welfare. Criminology, HV1-9960

وصف الملف: electronic resource

العلاقة: http://link.springer.com/article/10.1186/s13011-019-0201-xTest; https://doaj.org/toc/1747-597XTest

الوصول الحر: https://doaj.org/article/595505706fb749d786fbeffaa2a634d5Test

المؤلفون: Palou Fons, Arnau, Valls Casas, Ona, Merino Pareja, Rafael

مصطلحات موضوعية: Actividades de Tiempo Libre, Engagement Escolar, Rendimiento Académico, Desigualdades Educativas, Modelos de Ecuaciones Estructurales, Leisure Activities, School Attainment, School Engagement, Educational Inequalities, Structural Equation Modeling

وصف الملف: application/pdf

العلاقة: Revista de investigación en educación; Vol. 18 (2020); https://ddd.uab.cat/record/224365Test; urn:oai:ddd.uab.cat:224365; urn:10.35869/REINED.V18I1.2627; urn:scopus_id:85102294066; urn:oai:egreta.uab.cat:publications/a2f8e23e-48da-4727-94f0-0807194d3e5f

الإتاحة: https://ddd.uab.cat/record/224365Test

المؤلفون: Palou, A, VALLS CASAS, Ona, Merino, R

المصدر: Revista de Investigacion en Educacion, 18 (1), 5 - 23 (2020)

مصطلحات موضوعية: Educational inequalities, Leisure activities, School attainment, School engagement, Structural equation modeling, Social & behavioral sciences, psychology, Sociology & social sciences, Sciences sociales & comportementales, psychologie, Sociologie & sciences sociales

العلاقة: https://orbilu.uni.lu/handle/10993/58307Test; info:hdl:10993/58307; https://orbilu.uni.lu/bitstream/10993/58307/1/Dialnet-ElEfectoDeLasActividadesDeTiempoLibreYDelEngagemen-7835053-2.pdfTest; scopus-id:2-s2.0-85102294066

الإتاحة: https://doi.org/10.35869/REINED.V18I1.2627Test
https://orbilu.uni.lu/handle/10993/58307Test
https://orbilu.uni.lu/bitstream/10993/58307/1/Dialnet-ElEfectoDeLasActividadesDeTiempoLibreYDelEngagemen-7835053-2.pdfTest

المؤلفون: Philippe Coulangeon, Héloïse Fradkine

المصدر: Cahiers de la Recherche sur l'Education et les Savoirs, Vol 7, Pp 41-64 (2020)

مصطلحات موضوعية: arts and cultural education, opera, counterfactual analysis, education action zones, school attainment, school tracks, Education

العلاقة: http://journals.openedition.org/cres/4227Test; https://doaj.org/toc/1635-3544Test; https://doaj.org/article/f82eb033ed664159b9584ed8992cb704Test

الإتاحة: https://doaj.org/article/f82eb033ed664159b9584ed8992cb704Test