Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out
Author:
Affiliation:
1. University of Pennsylvania Philadelphia Pennsylvania
2. New York University New York New York
Funder
UBS Optimus Foundation
World Bank Group
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12878
Reference88 articles.
1. The persistence of preschool effects from early childhood through adolescence;Ansari A.;Journal of Educational Psychology,2018
2. Teacher quality and learning outcomes in kindergarten;Araujo M. C.;Quarterly Journal of Economics,2016
3. Teacher education in Ghana: A contemporary synopsis and matters arising;Asare K.;SAGE Open,2014
4. Persistence and fadeout in the impacts of child and adolescent interventions;Bailey D.;Journal of Research on Educational Effectiveness,2017
5. Long‐term effects of early childhood programs on cognitive and school outcomes;Barnett W. S.;The Future of Children,1995
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