Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills-Reference-Cited by-同舟云学术

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Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills

Published:2022-01-20 Issue:2 Volume:34 Page:426-448
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Garber Kylie L.¹^ORCID,Foster Tiffany J.¹,Little Michael H.²,Cohen-Vogel Lora¹,Bratsch-Hines Mary³,Burchinal Margaret R.⁴

Affiliation:

1. Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill

2. College of Education, North Carolina State University

3. Lastinger Center, University of Florida

4. Center for Advanced Study of Teaching and Learning, Curry School of Education and Human Development

Funder

Institute of Education Sciences, U.S. Department of Education

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2026191

Reference59 articles.

1. Kindergarten Transition and Readiness

2. Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment

3. Transition to formal schooling: Do transition practices matter for academic performance?

4. Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts.

5. Poverty in Nonmetropolitan America: Impacts of Industrial, Employment, and Family Structure Variables

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