A Transdisciplinary Approach to Research on Early Childhood Education

Burger, Kaspar

doi:10.14512/gaia.25.3.13

Cited by 2 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A longer annual schooling time can reduce educational inequality because children from all social classes share similar learning environments at school, benefit from similar learning opportunities, and thus make similar learning progress (Ammermüller, 2005;Schlicht, Stadelmann-Steffen, & Freitag, 2010). Preschool enrollment may equalize educational outcomes among children because children of low socioeconomic status, who often lag behind in their academic development, typically make greater developmental progress in preschool programs than their more advantaged peers (Burger, 2010(Burger, , 2013(Burger, , 2015(Burger, , 2016bCebolla-Boado, Radl, & Salazar, 2017). Finally, public expenditure on education is commonly thought to reduce educational inequality (OECD, 2012;Schütz et al, 2008).…”

Section: Contribution To the Literaturementioning

confidence: 99%

The socio-spatial dimension of educational inequality: A comparative European analysis

Burger

2019

Studies in Educational Evaluation

Self Cite

View full text Add to dashboard Cite

Given recent evidence of rising levels of social segregation in European countries, this study uses standardized data from the Program for International Student Assessment (n = 171,159; 50.5% male) to examine the extent to which education systems in Europe are socially segregated and whether social segregation in the school system affects achievement gaps between students of different social origin. Results suggest that the degree of social segregation within education systems varied substantially across countries. Furthermore, multilevel regression models indicate that the effect of socioeconomic status on student achievement was moderately but significantly stronger in more segregated education systems, even after controlling for alternative system-level determinants of social inequality in student achievement. These findings provide original evidence that social segregation in education systems may contribute to the intergenerational transmission of educational (dis)advantage and thus serve to exacerbate wider problems of socioeconomic inequality in Europe.

show abstract

Section: Contribution To the Literaturementioning

confidence: 99%

The socio-spatial dimension of educational inequality: A comparative European analysis

Burger

2019

Studies in Educational Evaluation

Self Cite

View full text Add to dashboard Cite

show abstract

“…Young children acquire a broad range of human abilities during the early childhood phase [9,10], which is very much influenced by their home environments, such as parenting style, toys, familial interaction, and sociocultural values [11]. A human ability refers "to the constitutional conditions of individuals for performing in some specified manner" [12], for example, a child's abilities to learn and succeed in ECE-related programs.…”

Section: Introductionmentioning

confidence: 99%

Professionals as Collaborative Mentors in Early Childhood Family Education

Liu¹,

Reynolds²,

Ha³

et al. 2021

Sustainability

View full text Add to dashboard Cite

Early childhood education (ECE) in China has become complex and multi-dimensional. Chinese parents/caregivers are actively involved in ECE. This qualitative study provides insights into how three ECE-related professionals, namely, a family education professional, an ECE enrichment teacher, and a founder/administrator of an ECE centre, worked collaboratively in a transdisciplinary early childhood family education (ECFE) program in a northern city of China. Qualitative data was collected via three rounds of interviews with each of the three ECE professionals and several sources of documents. The findings are generally in line with existing literature regarding the factors that influence effective transdisciplinary collaboration among ECFE team members. The ECE professionals claimed the program was a success was due to their willingness to become ergonomists, daily collaborative practice with team members, interaction with both the caregivers and their children, and non-judgmental sharing among colleagues. These positive outcomes occurred due to the continued support and instruction from other ECFE team members, especially when applying approaches outside one’s respective fields. The findings illuminate several insights relating to ECFE and offer several implications regarding hands-on practices for effective ECFE.

show abstract

A Transdisciplinary Approach to Research on Early Childhood Education

Abstract: Abstract

Cited by 2 publications

References 7 publications

The socio-spatial dimension of educational inequality: A comparative European analysis

The socio-spatial dimension of educational inequality: A comparative European analysis

Professionals as Collaborative Mentors in Early Childhood Family Education

Contact Info

Product

Resources

About