Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction?

Author(s): Pianta, Robert C.; Howes, Carollee; Burchinal, Margaret; Bryant, Donna M.; Clifford, Richard M.; Early, Diane Marie; Barbarin, Oscar;
Date Issued: 2005
Publisher(s): Lawrence Erlbaum Associates
Description: An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher–child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Applied Developmental Science
Volume Number: 9
Issue Number: 3
Page Range: 144-159
Journal Notes: Retrieved October 21, 2005, from the National Center for Early Learning and Development Web site: http://www.fpg.unc.edu/%7Encedl/pdfs/ADS0903pp144-159.pdf
Topics: Child Care & Early Education Quality > Process Quality

Programs, Interventions & Curricula > Programs > Preschool
Country: United States
ISSN: 1088-8691 Paper
1532-480X Electronic
Peer Reviewed: yes
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