Editore: Wiley-Blackwell, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: Wiley-Blackwell, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: John Wiley and Sons, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: Wiley-Blackwell, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: John Wiley and Sons Ltd, Hoboken, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Paperback. Condizione: new. Paperback. The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are pivotal in recent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Editore: Wiley, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: John Wiley & Sons, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: John Wiley & Sons Inc, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: Wiley-Blackwell, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: Wiley-Blackwell, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: John Wiley and Sons Ltd, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Condizione: New. Series: Monographs of the Society for Research in Child Development (Mono). Num Pages: 316 pages. BIC Classification: JH. Category: (G) General (US: Trade). Dimension: 228 x 156 x 6. Weight in Grams: 176. . 2016. Paperback. . . . .
Editore: Wiley-Blackwell, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
Da: GreatBookPricesUK, Castle Donington, DERBY, Regno Unito
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Editore: John Wiley & Sons 2016-08-05, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: Blackwell Pub, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
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Editore: John Wiley and Sons Ltd, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
Da: Kennys Bookstore, Olney, MD, U.S.A.
Condizione: New. Series: Monographs of the Society for Research in Child Development (Mono). Num Pages: 316 pages. BIC Classification: JH. Category: (G) General (US: Trade). Dimension: 228 x 156 x 6. Weight in Grams: 176. . 2016. Paperback. . . . . Books ship from the US and Ireland.
Editore: John Wiley and Sons Ltd, Hoboken, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
Da: AussieBookSeller, Truganina, VIC, Australia
Paperback. Condizione: new. Paperback. The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are pivotal in recent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
Editore: John Wiley and Sons Ltd, Hoboken, 2016
ISBN 10: 1119308666 ISBN 13: 9781119308669
Da: CitiRetail, Stevenage, Regno Unito
Paperback. Condizione: new. Paperback. The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are pivotal in recent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.