Por favor utiliza este link para citar o compartir este documento: http://repositoriodigital.academica.mx/jspui/handle/987654321/415003
Full metadata record
Campo DCValorLenguaje
dc.creatorJeffrey M. Williams-
dc.creatorSusan H. Landry-
dc.creatorJason L. Anthony-
dc.creatorPaul R. Swank-
dc.creatorApril D. Crawford-
dc.date2012-
dc.date.accessioned2015-04-14T21:25:49Z-
dc.date.available2015-04-14T21:25:49Z-
dc.identifierhttp://www.redalyc.org/articulo.oa?id=275022797017-
dc.identifier.urihttp://repositoriodigital.academica.mx/jspui/handle/987654321/415003-
dc.descriptionThis study presents an empirically-based statewide system that links information about pre-kindergarten programs with childrens school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs.-
dc.formatapplication/pdf-
dc.languageen-
dc.publisherArizona State University-
dc.relationhttp://www.redalyc.org/revista.oa?id=2750-
dc.rightsEducation Policy Analysis Archives/Archivos Analíticos de Políticas Educativas-
dc.sourceEducation Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos) Vol.20-
dc.subjectEducación-
dc.subjectPreschool-
dc.subjectkindergarten-
dc.subjectemergent literacy-
dc.subjectsocial development-
dc.subjectschool readiness-
dc.subjectquality rating system-
dc.subjectstate policy-
dc.titleAn Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs-
dc.typeArtículo científico-
Aparece en las Colecciones:Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas

Archivos de este documento:
No hay archivos asociados a este documento.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.