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The Parenting Program for the Prevention of Child Abuse.

Subjects: Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Child Abuse, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Child Neglect, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Child Rearing, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Counselor Training, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Early Childhood Education, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Exceptional Child Services, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Home Visits, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Parent Counseling, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Parent Education, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Prevention, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Program Descriptions, Child Abuse, Child Neglect, Child Rearing, Counselor Training, Early Childhood Education, Exceptional Child Services, Home Visits, Parent Counseling, Parent Education, Prevention, Program Descriptions, Therapy

  • Source: 10 pp.

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Academic Journal

Data-Driven Decision Making in Early Education: Evidence from North Carolina's Pre-K Program

Subjects: Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Data Use, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Decision Making, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Preschool Education, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Evidence, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Formative Evaluation, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Rural Areas, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Screening Tests, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Educational Policy, Data Use, Decision Making, Preschool Education, Evidence, Formative Evaluation, Rural Areas, Screening Tests, Educational Policy, Early Childhood EducationNorth Carolina

  • Source: Education Policy Analysis Archives, v27 n18 Mar 2014. 27 pp.

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First 5 Kern Annual Report: Fiscal Year 2017-2018

Subjects: Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Early Childhood Education, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Child Care, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, State Programs, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Parent Education, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Child Health, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Wellness, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Integrated Services, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Family Programs, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, Program Effectiveness, Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, State AidCalifornia

  • Source: Online Submission. 123 pp.

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Developing Math Skills in Early Childhood. Issue Brief

Subjects: Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Early Childhood Education, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Mathematics Skills, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Skill Development, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Young Children, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Kindergarten, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Numeracy, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Parent Child Relationship, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Parents as Teachers, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, School Readiness, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Reading Aloud to Others, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Reading Programs, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Emergent Literacy, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Developmentally Appropriate Practices, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Mathematics Instruction, Early Childhood Education, Mathematics Skills, Skill Development, Young Children, Kindergarten, Numeracy, Parent Child Relationship, Parents as Teachers, School Readiness, Reading Aloud to Others, Reading Programs, Emergent Literacy, Developmentally Appropriate Practices, Mathematics Instruction, Health Personnel

  • Source: Mathematica Policy Research, Inc.. 6 pp.

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Academic Journal

Robotics to Develop Computational Thinking in Early Childhood Education

Subjects: Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Computation, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Thinking Skills, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Robotics, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Early Childhood Education, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Technology Uses in Education, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Young Children, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Kindergarten, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Programming, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Pretests Posttests, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Experimental Groups, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Control Groups, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, Foreign Countries, Computation, Thinking Skills, Robotics, Early Childhood Education, Technology Uses in Education, Young Children, Kindergarten, Programming, Pretests Posttests, Experimental Groups, Control Groups, Foreign Countries, InterventionSpain

  • Source: Comunicar: Media Education Research Journal, v27 n59 p63-72 2019. 10 pp.

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Academic Journal

Play It High, Play It Low: Examining the Reliability and Validity of a New Observation Tool to Measure Children's Make-Believe Play

Subjects: Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Test Validity, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Test Reliability, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Measures (Individuals), Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Observation, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Play, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Imagination, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Children, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Child Development, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Psychometrics, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Early Childhood Education, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Self Control, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Literacy, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Numeracy, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Teacher Role, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Teacher Student Relationship, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Test Construction, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Toys, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Metacognition, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Peer Relationship, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Cooperation, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Role Playing, Test Validity, Test Reliability, Measures (Individuals), Observation, Play, Imagination, Children, Child Development, Psychometrics, Early Childhood Education, Self Control, Literacy, Numeracy, Teacher Role, Teacher Student Relationship, Test Construction, Toys, Metacognition, Peer Relationship, Cooperation, Role Playing, Communication Skills

  • Source: American Journal of Play, v11 n2 p183-221 Win 2019. 39 pp.

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Academic Journal

Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students

Subjects: Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Early Childhood Education, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Emergent Literacy, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Kindergarten, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Visual Perception, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Psychomotor Skills, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Correlation, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Expressive Language, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Receptive Language, Early Childhood Education, Emergent Literacy, Kindergarten, Visual Perception, Psychomotor Skills, Correlation, Expressive Language, Receptive Language, Foreign CountriesTurkey

  • Source: Journal of Education and Learning, v8 n2 p176-181 2019. 6 pp.

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Academic Journal

Outcomes of the Best in Class Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

Subjects: Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Intervention, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Teacher Effectiveness, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Self Efficacy, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Educational Quality, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Outcomes of Education, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Emotional Disturbances, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Behavior Disorders, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Young Children, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Early Childhood Education, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Faculty Development, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Preschool Teachers, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Program Implementation, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Classroom Environment, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Teaching Methods, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Pretests Posttests, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, At Risk Students, Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality, Outcomes of Education, Emotional Disturbances, Behavior Disorders, Young Children, Early Childhood Education, Faculty Development, Preschool Teachers, Program Implementation, Classroom Environment, Teaching Methods, Pretests Posttests, At Risk Students, Randomized Controlled TrialsClassroom Assessment Scoring System

  • Source: School Psychology Review, v48 n1 p31-45 2019. 15 pp.

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Academic Journal

Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners' German Vocabulary

Subjects: German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, German, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Vocabulary Development, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Early Childhood Education, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Child Care, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Second Language Learning, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Bilingualism, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Prediction, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Educational Quality, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Classroom Environment, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Foreign Countries, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Immigrants, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Intelligence Tests, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Verbal Ability, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Vocabulary, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Student Characteristics, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Cultural Background, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Teacher Student Ratio, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Language Skills, German, Vocabulary Development, Early Childhood Education, Child Care, Second Language Learning, Bilingualism, Prediction, Educational Quality, Classroom Environment, Foreign Countries, Immigrants, Intelligence Tests, Verbal Ability, Vocabulary, Student Characteristics, Cultural Background, Teacher Student Ratio, Language Skills, Outcomes of EducationGermanyClassroom Assessment Scoring System, Classroom Assessment Scoring System, Classroom Assessment Scoring System, Peabody Picture Vocabulary Test

  • Source: AERA Open, v5 n1 Jan-Mar 2019. 16 pp.

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