Introduction to the Discussion: "Moving Up the Grades: Relationship between Preschool Model and Later School Success."

Autor/in	Katz, Lilian G.
Titel	Introduction to the Discussion: "Moving Up the Grades: Relationship between Preschool Model and Later School Success."
Quelle	(2003), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Educational Research; Longitudinal Studies; Models; Outcomes of Education; Performance Factors; Preschool Curriculum; Preschool Education; Research Methodology; Research Problems + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsforschung; Pädagogische Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Lernleistung; Schulerfolg; Leistungsindikator; Pre-school education; Vorschulerziehung; Research method; Forschungsmethode; Forschungskritik
Abstract	A study by Rebecca Marcon, published in a preceding issue of Early Childhood Research and Practice, examined the effects of various preschool models on later academic achievement and found that an academically oriented preschool model had negative effects in later school years. This document combines a commentary by Christopher J. Lonigan and Marcon's reply. Lonigan's commentary calls into question the study's data analyses and interpretations. Marcon's reply clarifies points from the original report and provides findings from a re-examination of the data to answer Lonigan's questions. The commentary and reply are preceded by an introduction to the discussion by Lilian G. Katz. (HTH)
Anmerkungen	For full text: http://ecrp.uiuc.edu/v5n1/katz.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01