Variation in Impacts of Tulsa Pre-K on Cognitive Development in Kindergarten: The Role of Instructional Support

Autor/inn/en	Johnson, Anna D.; Markowitz, Anna J.; Hill, Carolyn J.; Phillips, Deborah A.
Titel	Variation in Impacts of Tulsa Pre-K on Cognitive Development in Kindergarten: The Role of Instructional Support
Quelle	In: Developmental Psychology, 52 (2016) 12, S.2145-2158 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000226
Schlagwörter	Preschool Education; Public Schools; Child Development; Cognitive Development; School Readiness; Emergent Literacy; Problem Solving; Skill Development; Phonics; Word Recognition; Hypothesis Testing; Achievement Tests; Observation; Student Characteristics; Scores; Oklahoma (Tulsa); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Public school; Öffentliche Schule; Kindesentwicklung; Kognitive Entwicklung; Readiness for school; School ability; Schulreife; Frühleseunterricht; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Worterkennung; Hypothesenprüfung; Hypothesentest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Beobachtung
Abstract	Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identification, spelling, and applied problem-solving skills at kindergarten entry. Findings reveal substantial across-school variation in treatment impacts, associated with variation in instructional support. Results are robust to sensitivity checks and are discussed alongside implications for policy and future research. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01