Zobrazeno 1 - 10
of 29
pro vyhledávání: '"Prentice Starkey"'
Publikováno v:
Educational Research and Evaluation. 27:61-82
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::539de88b13a1a00c5328fa30ded9c8fd
https://doi.org/10.1080/13803611.2021.2022316
https://doi.org/10.1080/13803611.2021.2022316
Publikováno v:
Psychological Methods. 25:726-746
This study uses a within study comparison design (WSC) to conduct a novel test of how much causal bias results when researchers use a nonequivalent comparison group design type (NECGD) that combines: (a) a comparison group local to the treatment grou
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1a16e22f43129a6b83609f901a19df0a
https://doi.org/10.1037/met0000260
https://doi.org/10.1037/met0000260
Autor:
Christina Mulcahy, Simone E. Halliday, Prentice Starkey, Paul R. Swank, Alice Klein, Lydia DeFlorio, Amber Beliakoff, Heather B. Taylor
Publikováno v:
Early Childhood Research Quarterly. 46:33-48
Many children from low-income families who have received a generally effective pre-k math intervention nevertheless enter kindergarten behind their middle-income peers in math readiness. To better understand why, research has recently begun to examin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::527fa4b3c593775ffc66cd10ee906ffe
https://doi.org/10.1016/j.ecresq.2018.06.008
https://doi.org/10.1016/j.ecresq.2018.06.008
Autor:
Rochel Gelman, Prentice Starkey
Publikováno v:
Addition and Subtraction ISBN: 9781003046585
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1495dd1cefb3cd2d875ac45ac3350f2b
https://doi.org/10.4324/9781003046585-8
https://doi.org/10.4324/9781003046585-8
Publikováno v:
Evaluation Review. 42:318-357
Policy makers face dilemmas when choosing a policy, program, or practice to implement. Researchers in education, public health, and other fields have proposed a sequential approach to identifying interventions worthy of broader adoption, involving pi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f4a2dbe74e475a509d42259c0cf44ce9
https://doi.org/10.1177/0193841x18786818
https://doi.org/10.1177/0193841x18786818
The SES-related gap in children's early mathematical knowledge can be reduced by providing an effective Tier 1 (general education) math intervention to economically disadvantaged children during the prekindergarten (pre-k) year. A subgroup of childre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::828aa14d511080c028fb7a74a79a569c
https://doi.org/10.1016/b978-0-12-815952-1.00009-8
https://doi.org/10.1016/b978-0-12-815952-1.00009-8
Autor:
Pirjo Aunio, Drew Bailey, Daniel B. Berch, Talia Berkowitz, Douglas H. Clements, Caitlin Craddock, Emily N. Daubert, Dinorah De Leó, Lydia DeFlorio, Dahiana Fitipalde, Douglas Fuchs, Lynn S. Fuchs, David C. Geary, Dominic J. Gibson, Justin Halberda, Asha K. Jitendra, Yemimah King, Alice Klein, Josh Langfus, Susan C. Levine, Melissa E. Libertus, Alejandro Maiche, Álvaro Mailhos, Amelia S. Malone, Kathleen Mann Koepke, Amy R. Napoli, David J. Purpura, Geetha B. Ramani, Julie Sarama, Nicole R. Scalise, Pamela M. Seethaler, Prentice Starkey, Xenia Vamvakoussi, John Woodward
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::519e11101716dc1651eae83d687f189b
https://doi.org/10.1016/b978-0-12-815952-1.09991-6
https://doi.org/10.1016/b978-0-12-815952-1.09991-6
Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children
Autor:
Marcia A. Barnes, Kylie Flynn, Chun Wei Huang, Alice Klein, Prentice Starkey, Paul R. Swank, Greg Roberts, Bruce D. McCandliss, Tricia A. Zucker, Anna-Maria Fall
Publikováno v:
Journal of Research on Educational Effectiveness. 9:577-606
Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a ran...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::52f51298ff269d00bad82f034e6b11b6
https://doi.org/10.1080/19345747.2016.1191575
https://doi.org/10.1080/19345747.2016.1191575
Autor:
Jill de Villiers, Tracy L. Spinrad, Susan H. Landry, Jeffrey M. Williams, Nancy Eisenberg, Tricia A. Zucker, April Crawford, Christopher J. Lonigan, Marcia A. Barnes, Heather B. Taylor, Peter A. de Villiers, Beth M. Phillips, Paul R. Swank, Carlos Valiente, Jeanine Clancy-Menchetti, Prentice Starkey, Emily C. Merz, Weihua Huang, Michael A. Assel, Alice Klein
Publikováno v:
Journal of Applied Developmental Psychology. 35:304-315
This study used a longitudinal design to examine whether effortful control mediated the associations of parental education and home environment quality with preacademic knowledge in toddlers and young preschoolers. The sample consisted of 226 childre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ba7261990bcb478bdfe7710b1f6241e0
https://doi.org/10.1016/j.appdev.2014.04.002
https://doi.org/10.1016/j.appdev.2014.04.002
Publikováno v:
Journal of Research on Educational Effectiveness. 1:155-178
Research indicates that a socioeconomic status-related gap in mathematical knowledge appears early and widens during early childhood. Young children from economically disadvantaged families receive less support for mathematical development both at ho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d65c4c02b5994d41436f5ad8aef6b89f
https://doi.org/10.1080/19345740802114533
https://doi.org/10.1080/19345740802114533