Journal of Research in Childhood Education

Back Issue Archive

The Journal of Research in Childhood Education Innovations features research from around the world to inform education leadership as they develop policy and practice regarding education, learning, and well-being of children, and provide the foundation for education reform to improve quality, equity, and access.

 

Below, you can find the Table of Contents for past issues of the journal. All the articles can be found on our partner publisher’s website.

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Recent Back Issues

Volume 38, No 3

Get That App!: Examining Parental Evaluations of Numeracy Apps

The Relationships Between Linguistic Literacy and Geometric Thinking in 2nd-Graders

Hybrid Homeschooling: A Missing Piece of the Gifted Education Puzzle

Promoting Critical Media Literacy in Bilingual Households Through Mother-Child Conversations About Gender: A Multiple Case Study

On the Inter-Relationships Between Teachers, Technologies, and Children in Makerspace Environments: A Comparative Case Study in Kindergarten Classrooms (open access)

Where Have All the Girls Gone? Examining Gender Representation Within Children’s Picture Books

Exploring Public Montessori Education: Equity and Achievement in South Carolina

The Goal to Perform in Readers’ Theater Motivates Boys Who Struggle With Reading (open access)

The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School

Volume 38, No 2

Kindergarten Children’s Learning of Computational Thinking With the “Sorting Like a Computer” Learning Unit

An Examination of Educator Standards for Early Grade Teachers

Diversity, Economic Characteristics, and Retention of Early Learning and Child Care Workers in Canada

The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings

(Not) Discussing Race, via Books, in Mainly White Preschools

The Spy Girls and the Quest for “Forbidden” Literacy: Rural Chinese Girls’ Negotiation of “No Christmas” School Policy Through Subversive Literacy Practices

Chinese Kindergarten Teachers’ Opinions on Advanced Technology Use

What’s the Difference? Interactive Book Reading With At-Risk and Not-At-Risk 1st- and 2nd-Graders

Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs

Volume 38, No 1

Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale

Predicting Reading Achievement Through Progress Monitoring in Elementary School

Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms

A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research

The Development of the Perceptions of Childhood Scale

How Early Head Start Home Visitors Foster or Impede Shared Decision-Making with Families

First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms

Using Wordless Picturebooks to Promote Bilingual Students’ Translanguaging Practices

A Pilot Math Anxiety Storybook Approach to Normalize Math Talk in Children and to Support Emotion Regulation

Volume 37, Issue 4

Home Learning Environments During the COVID-19 Pandemic: Caregivers’ and Children’s Perceptions

A Convergent Parallel Mixed-Methods Study of Screen Time and Social Behaviors in Early Childhood

Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions

An Intervention Program Based on the Syllabic Method for Enhancing Early Literacy in Preschool Children

Elementary Schooling Across Borders: Refugee-Background Children’s Pre- and Post-Migration Experiences

The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care

Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry

Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia

Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers

Volume 37, Issue 3

Gaining Insights Into the Education of Vulnerable Students: Services in Schools and Beyond

Digital Storytelling of Two “Underperforming” and “Misbehaving” Boys of Color in a 2nd-Grade Classroom

All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools

Evidence-Based Educational Practices for Working With Refugee Children

Collective Stories of Voice and Influence: Weaving Together Stories and Cultures for a World on the Move

Improving Vulnerable Populations’ Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program

Creating an Adaptable Literacy Tutoring System for Elementary-Age Students in New York City Foster Care

Examining the Prevalence Rates of Autism Diagnosis by Race/Ethnicity for Medicaid-Eligible Children Enrolled in NYC Universal Pre-Kindergarten Programs

Volume 37, Issue 2

A Novel Computer-Based Assessment Tool for Evaluating Early Literacy Skills in Italian Preschoolers

Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens

Schoolchildren’s Experience of Engaging in A Lust for Life Schools Programme

Equipping EI Practitioners in Using PBS Strategies to Support Families With Addressing Challenging Behaviors: A Mixed Methods Pilot Study

Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools

Promoting Inhibitory Control in Preschool Children Through Music-Movement Activities in the Classroom

Tian Shi (Timing) Di Li (Context) Ren He (Human Capital): A New Theoretical Framework for Analyzing the Implementability of Imported Early Childhood Practices and Making a Case for a Hybrid Model

Measuring Digital Home Numeracy Practice: A Scale Development and Validation Study

A Scoping Review of Studies on Coding Curriculum in Early Childhood: Investigating Its Design, Implementation, and Evaluation

Volume 37, Issue 1

Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education

Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates

Educators’ Self-Efficacy to Promote Physical Activity and Outdoor Play and Minimize Sedentary Behaviors in Childcare: A Tool Validation Study

A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play

Toward a Holistic Pedagogical Approach in K-6 Education: Evidence From a Multiple-Case Study in Spain

Social Challenges Facing Women as Educators and Mothers

Trauma, Burnout, and Resilience of Syrian Primary Teachers Working in a War Zone

Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms

Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners

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