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Classroom Observation of Early Mathematics--Environment and Teaching
Classroom Observation of Early Mathematics--Environment and Teaching
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Quality in early childhood care and education settings: A compendium of measures
Experimental evaluation of the effects of a research-based preschool mathematics curriculum
Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies
An analysis of instruments that measure the quality of mathematics teaching in early childhood
Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial
Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms
BPS K1DS: Piloting the Boston Public Schools' prekindergarten model in community-based organizations: Final report
The impacts of an early mathematics curriculum on oral language and literacy
Results of the early math project: Scale-up cross-site results: Working paper
Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects in the third year
A case study of the implementation of Chinese kindergarten mathematics curriculum
Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies
Differential effects of the classroom on African American and non-African American's mathematics achievement
Year 1 Massachusetts Preschool Expansion Grant (PEG) evaluation report
Finding rigor within a large-scale expansion of preschool to test impacts of a professional development program
A curriculum supplement that integrates transmedia to promote early math learning: A randomized controlled trial of a PBS KIDS intervention
Impacts of an early childhood mathematics and science intervention on teaching practices and child outcomes
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