Marinka M Willemsen
Datos Biográficos
| ID | 6528375 |
|---|---|
| NOMBRE | Marinka M Willemsen |
| NOMBRES | Marinka M |
| APELLIDO | Willemsen |
| FIRMA | WILLEMSEN M M |
| AFILIACIONES | Aarhus University |
| ORCID | 0000-0002-8103-2180 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
A systematic literature review of math interventions across educational settings from early childhood education to high school
Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sampl…
Early childhood educator's implementation readiness and intervention fidelity
Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile a…
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Early childhood educator's implementation readiness and intervention fidelity
Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile a…
A systematic literature review of math interventions across educational settings from early childhood education to high school
Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sampl…
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Psychology (3 obras) · Computer Science (2 obras) · Developmental psychology (2 obras) · Early childhood education (2 obras) · Early Childhood Education and Development (2 obras) · Early childhood intervention (2 obras) · Intervention (counseling (2 obras) · Medicine (2 obras) · Psychological intervention (2 obras) · Applied Psychology (1 obras)