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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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Self-regulation and academic achievement in young children

Alyssa Sawyer

There is growing interest in understanding how children develop self-regulation in early childhood, and in particular how this development may impact children’s achievement during the early school years. However, little research has been undertaken in this area in Australia. A study has investigated this issue using data from the Longitudinal Study of Australian Children, a large population-based cohort of Australian children. It examined whether preschool children’s rate of development of two key aspects of self-regulation—task attentiveness and emotional regulation—had implications for their academic achievement in the first years of school. The findings of this study suggest that the rate at which children develop self-regulatory skills across the preschool years has an effect on their academic achievement in the first years of school. This is particularly the case in terms of task attentiveness. These findings suggest that children who are better able to regulate their own attention and persist with completing difficult tasks may be more able to learn in a formal schooling environment.

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The acoustics of open plan and enclosed kindergarten classrooms

Kiri Mealings, et al.

A study examines sound levels in open plan and enclosed classrooms at a Sydney primary school – Inter.noise Conference 2014.

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Struggling reader or emerging biliterate student?

Susan Hopewell, Kathy Escamilla

The authors critically examine criteria used in Colorado to identify the literacy levels of bilingual students – Journal of Literacy Research.

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How does PISA shape education policy making?

Simon Breakspear

The international PISA tests have become ‘the lens through which we come to understand our systems’, generating several points of tension in school education policy – CSE Seminar Series paper.

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Beyond conventional school playgrounds

Brendon P. Hyndman, Amanda C. Benson, Amanda Telford

Everyday objects can be repurposed for open-ended, inclusive play in schoolgrounds, to raise primary students' levels of physical activity, stimulate imagination, and develop social skills – Australian Journal of Teacher Education.

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