Amanda Weissman
Datos Biográficos
| ID | 5763249 |
|---|---|
| NOMBRE | Amanda Weissman |
| NOMBRES | Amanda |
| APELLIDO | Weissman |
| FIRMA | WEISSMAN A |
| AFILIACIONES | University of Michigan |
| ORCID | 0000-0001-5381-4516 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
Enrollment in Pre-K and children's social-emotional and executive functioning skills
Learning experiences vary across young children in the same classroom
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
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 ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …
Time well spent
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequen…
Time well spent
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequen…
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
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 ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Learning experiences vary across young children in the same classroom
Time well spent
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement-sometimes targeted to families with low levels of education-have small effects. This study aimed to inform supports for families by examining how different types of home-based learning activities influence academic skills during prekindergarten. We created four measures that assessed the frequen…
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten …
Does kindergarten instruction matter for sustaining the prekindergarten (PreK) boost? Evidence from individual- and classroom-level survey and observational data
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 ( N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten (PreK) program as well as features of their kindergarten instruction measured at the child- and classroo…
Enrollment in Pre-K and children's social-emotional and executive functioning skills
Learning experiences vary across young children in the same classroom
Developmental psychology (5 obras) · Psychology (5 obras) · Early Childhood Education and Development (4 obras) · Literacy (4 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Parental Involvement in Education (3 obras) · Academic achievement (2 obras) · Early childhood education (2 obras) · MEDLINE (2 obras)