Marianne Knaus
Biographic Data
| ID | 6739283 |
|---|---|
| NAME | Marianne Knaus |
| GIVEN NAMES | Marianne |
| FAMILY NAME | Knaus |
| SIGNATURE | KNAUS M |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0001-8869-9415 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Designing Online Cultural Resources to Support Ezidi Refugee Parents of Young Children / Diseño de recursos culturales en línea para apoyar a las familias yazidíes refugiadas con niños pequeños
The Home Interaction Program for Parents and Youngsters (HIPPY) is a home-based program that supports the learning and development of children and families. This project was part of a larger study that examined the parental involvement of Ezidi refugees in the HIPPY program to improve outcomes for the families and their children in a regional area of Australia and was informed by Vygotsky’s cultural-historical theory. The families received home v…
No time for silence, just repeat after me
This paper examines data from three separate studies on teacher-child interactions for evidence of verbal and non-verbal semiotic resources across different times and contexts. Each study utilised qualitative methodologies, employing observations guided by the Classroom Assessment Scoring System® manual and teacher semi-structured interviews. Sociocultural perspectives frame the examination of teacher-child mediations of socially and culturally d…
Time for Being’
Many Western countries around the world have been reviewing policy and practice aimed at enhancing the quality and professional practice of early childhood education. The response has been to establish government-sanctioned curriculum frameworks based on current research and the dominant discourses of educational provision. The successful implementation of a curriculum framework relies not simply on the policy or regulatory practice, but on educa…
No prominent works on this page.
Time for Being’
Many Western countries around the world have been reviewing policy and practice aimed at enhancing the quality and professional practice of early childhood education. The response has been to establish government-sanctioned curriculum frameworks based on current research and the dominant discourses of educational provision. The successful implementation of a curriculum framework relies not simply on the policy or regulatory practice, but on educa…
No time for silence, just repeat after me
This paper examines data from three separate studies on teacher-child interactions for evidence of verbal and non-verbal semiotic resources across different times and contexts. Each study utilised qualitative methodologies, employing observations guided by the Classroom Assessment Scoring System® manual and teacher semi-structured interviews. Sociocultural perspectives frame the examination of teacher-child mediations of socially and culturally d…
Designing Online Cultural Resources to Support Ezidi Refugee Parents of Young Children / Diseño de recursos culturales en línea para apoyar a las familias yazidíes refugiadas con niños pequeños
The Home Interaction Program for Parents and Youngsters (HIPPY) is a home-based program that supports the learning and development of children and families. This project was part of a larger study that examined the parental involvement of Ezidi refugees in the HIPPY program to improve outcomes for the families and their children in a regional area of Australia and was informed by Vygotsky’s cultural-historical theory. The families received home v…
Computer Science (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Children's Rights and Participation (1 work) · Context (archaeology (1 work) · Cultural diversity (1 work) · Culturally appropriate (1 work) · Curriculum (1 work)