Continuity and changes in classroom age composition and achievement in Head Start-Reference-Cited by-同舟云学术

Continuity and changes in classroom age composition and achievement in Head Start

Published:2018-07 Issue: Volume:58 Page:86-95
ISSN:0193-3973
Container-title:Journal of Applied Developmental Psychology
language:en
Short-container-title:Journal of Applied Developmental Psychology

Author:

Ansari Arya,Purtell Kelly M.

Funder

Institute of Education Sciences

U.S. Department of Education

National Science Foundation

American Educational Research Association

University of Virginia

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology

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2. Multigrade kindergarten classrooms and children’s academic achievement, executive function, and socioemotional development;Ansari;Infant and Child Development,2017

3. Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications;Ansari;Applied Developmental Science,2018

4. Effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition;Ansari;Early Childhood Research Quarterly,2018

5. Classroom age composition and the school readiness of 3- and 4-year-olds in the Head Start program;Ansari;Psychological Science,2016

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