Does class size in first grade relate to children's academic and social performance or observed classroom processes?
about
The physical environment and child development: an international review.The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions.Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development.Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?The Effects of Preschool Education: What We Know, How Public Policy Is or Is Not Aligned With the Evidence Base, and What We Need to Know.Parent involvement and children's academic and social development in elementary school.Student-teacher relationship trajectories and mental health problems in young children.Genetic moderation of early child-care effects on social functioning across childhood: a developmental analysisThe Impact of Program Structure on Cortisol Patterning in Children Attending Out-of-Home Child Care.Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the nichd study of early child care and youth developmentResource factors for mental health resilience in early childhood: An analysis with multiple methodologiesSchool effects on non-verbal intelligence and nutritional status in rural ZambiaEmotion regulation strategies and later externalizing behavior among European American and African American childrenPreschool-to-Third Grade Programs and Practices: A Review of ResearchSocial-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands.Are there long-term effects of early child care?Profiles of Kindergarten Classroom and Elementary School Contexts: Associations with the First-Grade Outcomes of Children Transitioning from Head Start.Schools, Schooling, and Developmental PsychopathologyOngoing, Web-Mediated Professional Development Focused on Teacher–Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported SatisfactionUse of discretionary protective equipment in high school athletes: prevalence and determinantsTesting the Effects of Classroom Supports on Children's Social and Behavioral Skills at Key Transition Points Using Latent Growth ModelingNeglect the Structure of Multitrait-Multimethod Data at Your Peril: Implications for Associations With External VariablesTeachers adapt their instruction according to students’ academic performance
P2860
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P2860
Does class size in first grade relate to children's academic and social performance or observed classroom processes?
description
2004 nî lūn-bûn
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2004年の論文
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2004年学术文章
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2004年学术文章
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2004年学术文章
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2004年学术文章
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Does class size in first grade ...... observed classroom processes?
@en
Does class size in first grade ...... observed classroom processes?
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type
label
Does class size in first grade ...... observed classroom processes?
@en
Does class size in first grade ...... observed classroom processes?
@nl
prefLabel
Does class size in first grade ...... observed classroom processes?
@en
Does class size in first grade ...... observed classroom processes?
@nl
P1476
Does class size in first grade ...... observed classroom processes?
@en
P2093
NICHD Early Child Care Research Network
P304
P356
10.1037/0012-1649.40.5.651
P577
2004-09-01T00:00:00Z