Academic performance of language-minority students and all-day kindergarten: a longitudinal study-Reference-Cited by-同舟云学术

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Academic performance of language-minority students and all-day kindergarten: a longitudinal study

Published:2012-03 Issue:1 Volume:23 Page:21-48
ISSN:0924-3453
Container-title:School Effectiveness and School Improvement
language:en
Short-container-title:School Effectiveness and School Improvement

Author:

Chang Mido

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/09243453.2011.600524

Reference61 articles.

1. The Language Factor in Mathematics Tests

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

3. Demographics, Diversity, and K-12 Accountability

4. Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes

Cited by 8 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Enrolment in the first stage of early childhood education and students’ academic performance: a cross-country analysis;School Effectiveness and School Improvement;2024-05-25

2. A Qualitative Study on Parental and Community Stakeholder Views of the Link between Full-Day Kindergarten and Health in Southern Nevada;Children;2019-02-08

3. A longitudinal comparison of learning outcomes in full-day and half-day kindergarten;The Journal of Educational Research;2019-01-03

4. Multi-factorial approach to early numeracy—The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders;International Journal of Educational Research;2019

5. Health impact assessment as an instrument to examine the health implications of education policies;Public Health;2017-04

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