Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data

Autor:	Meghan P. McCormick, Mirjana Pralica, Christina Weiland, JoAnn Hsueh, Lillie Moffett, Paola Guerrero-Rosada, Amanda Weissman, Kehui Zhang, Michelle F. Maier, Catherine E. Snow, Emily Davies, Anne Taylor, Jason Sachs
Rok vydání:	2022
Předmět:	Schools Literacy Developmental and Educational Psychology Educational Status Humans Learning Students Life-span and Life-course Studies Demography
Zdroj:	Developmental Psychology. 58:1298-1317
ISSN:	1939-0599 0012-1649
DOI:	10.1037/dev0001358
Popis:	The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students (
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::38c597db1ffb7fdc642debc22bf20345 https://doi.org/10.1037/dev0001358 Zobrazit plný text záznamu