The Power of P-3 School Reform

Autor/in	Reynolds, Arthur J.
Titel	The Power of P-3 School Reform
Quelle	In: Phi Delta Kappan, 100 (2019) 6, S.27-33 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719834025
Schlagwörter	Educational Change; Early Childhood Education; Achievement Gap; Instructional Effectiveness; Program Effectiveness; Longitudinal Studies; Educational Improvement; Parent Child Relationship; Preschool Education; Kindergarten; Grade 1; Grade 2; Grade 3; Child Care Centers; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Bildungsreform; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching improvement; Unterrichtsentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	Arthur Reynolds describes the significance, development, and effects of preschool to 3rd grade approaches. This school reform strategy integrates services and supports transitions, thereby increasing achievement, sustaining gains, and realistically reducing achievement gaps. Evidence from the Child-Parent Center (CPC) program is reviewed to illustrate key principles, strategies, and elements. Data from the Chicago Longitudinal Study and the more recent Midwest CPC expansion show that the program is effective in enhancing the transition to school and promoting longer-term well-being. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01