Preschool in the public school: A case study of a program implementation for at-risk four-year olds

Author(s): Shettel, Jennifer W.
Date Issued: March 2009
Description: A description of the cognitive gains as well as a case study of the implementation of Opening the World of Learning curriculum over the course of the first half of a school year at a half-day preschool classroom in Lancaster County, Pennsylvania, funded by Pennsylvania Pre-K Counts
show entire record ↓
Source: Unpublished doctoral dissertation, Widener University, Chester, PA
Topics: Children & Child Development > Child Development & School Readiness > Cognitive Development

Children & Child Development > Child Development & School Readiness > Early Literacy

Programs, Interventions & Curricula
Country: United States
States: PENNSYLVANIA
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Phonological Awareness Literacy Screening: Pre-Kindergarten Instruments
Test of Preschool Early Literacy Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

June 2008: Pennsylvania Pre-K Counts: Showing results for Pennsylvania's children Fact Sheets & Briefs
Pennsylvania Pre-K Counts: Showing results for Pennsylvania's children Fact Sheets & Briefs
Pennsylvania Pre-K Counts boosts child learning outcomes Fact Sheets & Briefs
A longitudinal research report on the early childhood development program: The half-day child development program for four-year-olds, 1997-98 Reports & Papers
Kindergarten readiness with PA Pre-K Counts: A statewide summary of local evaluations Fact Sheets & Briefs

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate