Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-k programs

Author(s): Phillips, Deborah A.; Gormley, Jr., William T.; Lowenstein, Amy E.;
Date Issued: May 2009
Publisher(s): Georgetown University. Center for Research on Children in the United States
Description: A study of classroom climate and academic instruction in public prekindergarten programs in Tulsa, Oklahoma, a comparison of classroom climate and academic instruction in Tulsa prekindergarten classrooms to classroom processes in Head Start and other state prekindergarten classrooms, and an examination of classroom and teacher characteristics associated with variations in classroom climate and academic instruction
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Funder(s): Irving B. Harris Foundation ; Irving B. Harris Foundation ; Irving B. Harris Foundation ; Irving B. Harris Foundation ; Irving B. Harris Foundation ; Irving B. Harris Foundation
Source: (CROCUS Working Paper No. 13). Washington, DC: Georgetown University, Center for Research on Children in the United States. Retrieved October 31, 2009, from http://www.crocus.georgetown.edu/reports/RunningHead.pdf
Note: This resource is based on data from the State-Wide Early Education Programs (SWEEP) study
Topics: Child Care & Early Education Quality

Programs, Interventions & Curricula > Programs
Country: United States
States: CALIFORNIA, GEORGIA, ILLINOIS, KENTUCKY, MASSACHUSETTS, NEW JERSEY, NEW YORK, OHIO, OKLAHOMA, TEXAS, WASHINGTON, WISCONSIN
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