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标题:Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?
时间:2020-10-27 15:31:40
DOI:10.1080/19345747.2018.1441347
大小:803 kb
页数:38 PAGES
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目录:
  • Abstract
  • Introduction
  • Background
    • Fadeout in the Effects of Public Preschool
    • Beyond ``Preschool as Usual´´: Fadeout in Preschool Curricular Interventions
    • Sustaining School Environments
      • Sustaining Classroom Instruction
    • Present Study
  • Data
    • Preschool Intervention: Head Start
      • Children's Language and Literacy Skills
      • Classroom Environment
      • Child and Family Covariates
      • School and Additional Classroom Moderating Variables
  • Preschool Curricular Intervention: TRIAD
    • Children's Mathematics Skills
    • Classroom Environment
    • Child and family covariates
  • Analysis
    • Testing for Selection into Elementary School Environments
    • Analyses Testing the Sustaining Environments Hypothesis
      • HSIS Regression Models
        • Additional School and Classroom Moderator Analyses Using the HSIS
        • Kindergarten Classroom Fixed Effect Model
        • Analytic Weights for HSIS Analyses
    • TRIAD Regression Models
  • Results
    • Preschool Intervention: Head Start
      • Kindergarten Instruction
        • Classroom fixed effect
      • First-Grade Instruction
      • Additional Classroom and School-Level Moderators
    • Preschool Curricular Intervention: TRIAD
      • Kindergarten Instruction
      • First-Grade Instruction
      • Additional Moderation Analyses
    • Robustness
      • Missing Kindergarten and First-Grade Classroom Data
      • Individual Language and Literacy Outcomes in the HSIS
      • Separating First-Grade Instructional Quality
  • Discussion
    • Conclusion
  • Funding
  • References

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