ERIC Number: ED613465
Record Type: Non-Journal
Publication Date: 2016-Aug
Pages: 108
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Preschool through Third Grade Alignment and Differentiated Instruction: A Literature Review
Drummond, Katie; Holod, Aleksandra; Perrot, Marie; Wang, Antonia; Muñoz-Miller, Michèle; Ncube, Mackson; Turner, Herb
Office of Planning, Evaluation and Policy Development, US Department of Education
This literature review provides a review of policies, programs, and practices that have the potential to help students sustain the positive effects of preschool as they progress from kindergarten through grade 3 (K-3). The U.S. Department of Education's Policy and Program Studies Service commissioned this systematic literature review, which focuses on two specific approaches: (1) preschool and K-3 alignment; and (2) differentiated instruction in kindergarten and first grade. [For the "Results in Brief," see ED613464.]
Descriptors: Primary Education, Alignment (Education), Individualized Instruction, Literature Reviews, Educational Policy, Program Evaluation, Preschool Education, School Effectiveness, Outcomes of Education, Theory Practice Relationship, Academic Standards, Curriculum Evaluation, Instructional Effectiveness
Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, Tel: 877-433-7827; Fax: 703-605-6794; e-mail: customerservice.edpubs@gpo.gov; Web site: https://www2.ed.gov/about/offices/list/opepd/index.html?src=oc
Publication Type: Information Analyses; Tests/Questionnaires
Education Level: Early Childhood Education; Elementary Education; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service; American Institutes for Research (AIR)
Grant or Contract Numbers: EDPEP11O0089