Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

Author(s): Hamre, Bridget; Pianta, Robert C.;
Date Issued: 2005
Publisher(s): Blackwell Publishing
Description: An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties
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Funder(s): National Institute of Child Health and Human Development (U.S.) ; American Psychological Association
Journal Title: Child Development
Volume Number: 76
Issue Number: 5
Page Range: 949-967
Topics: Children & Child Development > Child Development & School Readiness > Assessment & Measurement

Child Care & Early Education Quality > Process Quality

Programs, Interventions & Curricula > Programs > Early Intervention/Protective/Therapeutic/At-Risk Programs
Country: United States
States: ARKANSAS, CALIFORNIA, KANSAS, MASSACHUSETTS, NORTH CAROLINA, PENNSYLVANIA, VIRGINIA, WASHINGTON, WISCONSIN
ISSN: 0009-3920 Paper
1467-8624 Online
Peer Reviewed: yes
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