Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?

Autor/inn/en	Nguyen, Tutrang; Jenkins, Jade Marcus; Auger Whitaker, Anamarie
Titel	Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?
Quelle	In: AERA Open, 4 (2018) 2, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Tutrang) ORCID (Jenkins, Jade Marcus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Early Intervention; Preschool Education; School Readiness; Low Income Students; At Risk Students; Program Effectiveness; Public Schools; Preschool Curriculum; Course Content; Vocabulary; Verbal Ability; Early Childhood Education; Educational Quality; Student Characteristics; Literacy; Mathematics Skills; Interpersonal Competence; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Early Childhood Environment Rating Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Public school; Öffentliche Schule; Kursprogramm; Wortschatz; Mündliche Leistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kompetenz
Abstract	Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children's school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children's outcomes. (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