Description:
A study of the impact of scaling up a Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) prekindergarten mathematics curriculum on teachers? knowledge, beliefs, and practices, parents? knowledge, beliefs, and practices and on children?s mathematical knowledge with 209 children from an ethnically diverse population of low-income families in 26 randomly selected public preschool and Head Start classrooms in New York and California
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
California;
New York