Literaturnachweis - Detailanzeige
| Autor/inn/en | Doss, Christopher; Fahle, Erin M.; Loeb, Susanna; York, Benjamin N. |
|---|---|
| Institution | Stanford Center for Education Policy Analysis (CEPA) |
| Titel | Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning during Kindergarten. CEPA Working Paper No. 16-18 |
| Quelle | (2017), (49 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Kindergarten; Intervention; Educational Benefits; Child Development; Individualized Family Service Plans; Parent Education; Control Groups; Experimental Groups; Reading Achievement; Parent Participation; Emergent Literacy; Program Effectiveness; Program Evaluation; Electronic Mail; Delivery Systems; Randomized Controlled Trials; Statistical Analysis; Regression (Statistics); Teacher Surveys; Parent Surveys; California (San Francisco) |
| Abstract | Recent studies show that texting-based interventions can produce educational benefits in children across a range of ages. We study the effects of a text-based program for kindergarten parents, distinguishing a general program from one that adds differentiation and personalization based on the child's developmental level. Children in the differentiated and personalized program were 50 percent more likely to read at a higher level (p<0.01) compared to the general group; and their parents reported engaging more in literacy activities by 0.31 standard deviations (p<0.01) compared to the control group. Effects were driven by children further from average levels of baseline development. (As Provided). |
| Anmerkungen | Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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