A longitudinal comparison of learning outcomes in full-day and half-day kindergarten-Reference-Cited by-同舟云学术

A longitudinal comparison of learning outcomes in full-day and half-day kindergarten

Published:2019-01-03 Issue:2 Volume:112 Page:192-210
ISSN:0022-0671
Container-title:The Journal of Educational Research
language:en
Short-container-title:The Journal of Educational Research

Author:

Patricia Pelletier Janette¹^ORCID,Corter James E.²^ORCID

Affiliation:

1. Applied Psychology and Human Development, Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada;

2. Department of Human Development, Teachers College, Columbia University, New York, New York, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00220671.2018.1486280

Reference108 articles.

1. The invisible gender: educational outcomes for African American females in father-only versus mother-only households

2. Effects of gender-identity and gender-congruence on levels of politeness among young Japanese and Koreans

3. Baldi, S., Jin, Y., Green, P. J. & Herget, D. (2007).Highlights from PISA 2006: Performance of U.S. 15-year-old students in science and mathematics literacy in an international context (NCES 2008–2016). Retrieved from http://nces.ed.gov/pubs2008/2008016.pdf

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