Response to “consequences of three preschool curriculum models through age 15”
Bibliographic Data
| ID | 12138159 |
|---|---|
| Authors | Russell Gersten (0000-0003-0825-9095, University of Oregon, corresponding author) |
| Year | 1986 |
| Volume | 1 |
| Issue | 3 |
| Pages | 293-302 |
| Publication date | 1986-09-01 |
| 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 | 10.1016/0885-2006(86)90037-2 |
| OpenAlex | W2037705471 |
| Language | EN |
| Citations received | 8 |
| References cited | 7 |
Curriculum · Developmental psychology · Environmental health · Injury prevention · Occupational safety and health · Pedagogy · Poison control · Suicide prevention · Early Childhood Education and Development · Education Methods and Practices · Education Systems and Policy · Human Factors and Ergonomics · Medicine · Psychology
When psychology informs public policy
Characterizing early childhood education programs for poor and middle-class children
Early childhood education teachers
Educational effects of the Tools of the Mind curriculum
The high/scope preschool curriculum comparison study through age 23
A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate instructional practices
Sociomoral development in direct-instruction, eclectic, and constructivist kindergartens
The Role of Program Quality in Producing Early Childhood Program Benefits
| Citations per year | 0.21 |
|---|---|
| Citation span | 1988 - 2008 (21) |
| Highly cited | No |