Distinctions without a Difference? Preschool Curricula and Children's Development

Autor/inn/en	Jenkins, Jade Marcus; Whitaker, Anamarie Auger; Nguyen, Tutrang; Yu, Winnie
Titel	Distinctions without a Difference? Preschool Curricula and Children's Development
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 3, S.514-549 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jenkins, Jade Marcus) ORCID (Nguyen, Tutrang) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1631420
Schlagwörter	Preschool Education; Child Development; Meta Analysis; School Readiness; Class Activities; Educational Experience; Disadvantaged Youth; Correlation; Preschool Curriculum; Preschool Teachers; Comparative Analysis; Outcomes of Education; Curriculum Evaluation; Educational Quality + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Kindesentwicklung; Meta-analysis; Metaanalyse; Readiness for school; School ability; Schulreife; Bildungserfahrung; Benachteiligter Jugendlicher; Korrelation; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lernleistung; Schulerfolg; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Quality of education; Bildungsqualität
Abstract	Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children's development. We use five samples of preschool children to examine differences in classroom processes and children's school readiness by classroom curricular status (curriculum/no curriculum), and across classrooms using different curricular packages. When a teacher reports using a curriculum, their classroom processes are indistinguishable from classrooms where teachers report using no curriculum. Some differences in classroom activities emerged across classrooms using different curricula; however, substantial variability exists across classrooms using the same curriculum. Head Start program fixed effects models and meta-analytic regressions reveal few associations between curricula and children's skills. Findings question whether preschool curricular policy benefit child development. [For the Grantee Submission of this article, see ED597351.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01