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dc.creatorJeffrey M. Williams-
dc.creatorSusan H. Landry-
dc.creatorJason L. Anthony-
dc.creatorPaul R. Swank-
dc.creatorApril D. Crawford-
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.publisherArizona State University-
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.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

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