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Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?

Nguyen, Tutrang ; Jenkins, Jade Marcus ; Auger Whitaker, Anamarie

AERA open, 2018-06, Vol.4 (2), p.233285841878428 [Peer Reviewed Journal]

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Title:
Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?
Author: Nguyen, Tutrang ; Jenkins, Jade Marcus ; Auger Whitaker, Anamarie
Subjects: Academic readiness ; Curricula ; Head Start project ; Classrooms ; Vocabulary ; Course Content ; School Readiness ; Public Schools ; Preschool Curriculum ; Student Characteristics ; Low Income Students ; Verbal Ability ; Preschool Education ; Literacy ; At Risk Students ; Educational Quality ; Early Intervention ; Mathematics Skills ; Interpersonal Competence ; Program Effectiveness ; Early Childhood Education ; school readiness ; preschool programs ; curricula
Is Part Of: AERA open, 2018-06, Vol.4 (2), p.233285841878428
Description: Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children’s school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children’s outcomes.
Publisher: Los Angeles, CA: SAGE Publications
Language: English
Identifier: ISSN: 2332-8584
EISSN: 2332-8584
DOI: 10.1177/2332858418784283
PMID: 30662928

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Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?

Nguyen, Tutrang ; Jenkins, Jade Marcus ; Auger Whitaker, Anamarie

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