Content-rich instruction and cognitive demand in prek
Using systematic observations to predict child gains
Bibliographic Data
| ID | 12137271 |
|---|---|
| Authors | Michelle F Maier (Manpower Demonstration Research Corporation, corresponding author), Meghan P Mccormick (0009-0009-5774-7395, Manpower Demonstration Research Corporation), Samantha Xia (Manpower Demonstration Research Corporation), Joann Hsueh (Manpower Demonstration Research Corporation), Christina Weiland (0000-0001-7181-8799, University of Michigan), Abby Morales (Boston Public Schools), Marina Boni (0000-0001-8710-7246, Boston Public Schools), Melissa Tonachel (Boston Public Schools), Jason Sachs (0000-0001-7048-8257, Boston Public Schools), Catherine E Snow (0000-0002-6292-1126) |
| Year | 2022 |
| Volume | 60 |
| Pages | 96-109 |
| Publication date | 2022-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2021.12.010 |
| OpenAlex | W4210562010 |
| Language | EN |
| Citations received | 10 |
| References cited | 45 |
Cognition · Cognitive skill · Developmental psychology · Ethnic group · Fidelity · Mathematics education · Population · Socioeconomic status · Cognitive and developmental aspects of mathematical skills · Computer Science · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology
How Teaching Practices Relate to Early Mathematics Competencies
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
Analyzing teacher audio
Teacher-student racial-ethnic match and kindergarteners’ academic and cognitive and executive function gains
Scaling high quality
Preschool Teachers’ Child-Directed Talk
The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills
Influence of home and school literacy environments on early literacy skills in 5-year-old Malayalam speaking Indian children
Instructional alignment is associated with PreK persistence
The mixed-delivery pre-k opportunity gap? Differences in demographics, quality, and children's gains in community-based versus public school programs across five large-scale systems
Data Analysis Using Regression and Multilevel/Hierarchical Models
Empirical Benchmarks for Interpreting Effect Sizes in Research
Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Measuring Early Care and Education Quality
Development of a measure of early mathematics achievement using the Rasch model
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction
Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement
Beyond the pages of a book
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
Quality in Early Education Classrooms
Null relations between CLASS scores and gains in children’s language, math, and executive function skills
Promoting content-enriched alignment across the early grades
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
A systems framework for understanding social settings
Core Vocabulary
Building Content Knowledge to Boost Comprehension in the Primary Grades
School readiness and later achievement
Preschool center care quality effects on academic achievement
Quality of adult book reading affects children's emergent literacy
The ISI Classroom Observation System
Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status
| Citations per year | 3.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |