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ERIC Number: EJ1153167
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0009-3920
Data-Driven Improvement in Prekindergarten Classrooms: Report from a Partnership in an Urban District
Farran, Dale C.; Meador, Deanna; Christopher, Caroline; Nesbitt, Kimberly T.; Bilbrey, Laura E.
Child Development, v88 n5 p1466-1479 Sep-Oct 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A