Literaturnachweis - Detailanzeige
| Autor/inn/en | Lee, Valerie E.; Loeb, Susanna; Lubeck, Sally |
|---|---|
| Titel | Contextual Effects of Prekindergarten Classrooms for Disadvantaged Children on Cognitive Development: The Case of Chapter 1. |
| Quelle | In: Child Development, 69 (1998) 2, S.479-94Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| Schlagwörter | Classroom Environment; Cognitive Development; Compensatory Education; Context Effect; Disadvantaged; Economically Disadvantaged; Educationally Disadvantaged; High Risk Students; Low Income Groups; Outcomes of Education; Preschool Children; Preschool Education; Program Evaluation Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Kompensatorischer Unterricht; Problemschüler; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation |
| Abstract | Used hierarchical linear modeling to explore the effects of the social context of Chapter 1 prekindergarten classrooms on 4-year-olds' learning. Found that children made smaller gains on the Preschool Inventory over the preschool year in classrooms with higher concentrations of minorities, children with special needs, recent immigrants, and children whose mothers had little education than in other classrooms (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
