Data-Driven Improvement in Prekindergarten Classrooms: Report from a Partnership in an Urban District

Autor/inn/en	Farran, Dale C.; Meador, Deanna; Christopher, Caroline; Nesbitt, Kimberly T.; Bilbrey, Laura E.
Titel	Data-Driven Improvement in Prekindergarten Classrooms: Report from a Partnership in an Urban District
Quelle	In: Child Development, 88 (2017) 5, S.1466-1479 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nesbitt, Kimberly T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12906
Schlagwörter	Evidence Based Practice; Educational Practices; Preschool Education; Preschool Children; Partnerships in Education; Urban Schools; School Districts; Educational Improvement; Educational Quality; Educational Researchers; Outcomes of Education; Achievement Gains; Child Development; Social Development; Emotional Development; Classroom Techniques; Metropolitan Areas + Suchen Sie Ihr Suchwort? Bildungspraxis; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Hochschulpartnerschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Klassenführung; Ballungsraum
Abstract	In 2014-2015 and 2015-2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data-based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children's gains in academic and social-emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01