2016
DOI: 10.1016/j.ecresq.2015.11.002
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Comparing public, private, and informal preschool programs in a national sample of low-income children

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Cited by 57 publications
(40 citation statements)
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“…The investigation led to the establishment of two dimensions on which inclusive classrooms may differ—organizational context and service delivery model. Research that has examined the influence of contextual features on classroom quality, instructional practices, and child outcomes indicates that organizational context and service delivery model remain meaningful dimensions by which early education classrooms may vary (e.g., Coley et al, 2016; Greenwood et al, 2017; Tsao et al, 2008). Odom and colleagues’ (1999) two-dimensional categorization will be applied here to discuss how these contextual features may specifically influence inclusive education.…”
Section: Examining the Diverse Contexts Of Inclusive Education: Revismentioning
confidence: 99%
See 1 more Smart Citation
“…The investigation led to the establishment of two dimensions on which inclusive classrooms may differ—organizational context and service delivery model. Research that has examined the influence of contextual features on classroom quality, instructional practices, and child outcomes indicates that organizational context and service delivery model remain meaningful dimensions by which early education classrooms may vary (e.g., Coley et al, 2016; Greenwood et al, 2017; Tsao et al, 2008). Odom and colleagues’ (1999) two-dimensional categorization will be applied here to discuss how these contextual features may specifically influence inclusive education.…”
Section: Examining the Diverse Contexts Of Inclusive Education: Revismentioning
confidence: 99%
“…Acknowledging that inclusive education may take place within multiple types of ECE programs necessitates the consideration of context as a potential factor influencing its implementation and quality. Indeed, the different types of programs that children with disabilities may be included into have been found to differ in terms of classroom quality (e.g., Coley, Votruba-Drzal, Collins, & Cook, 2016), teacher preparation (Barnett, Carolan, Squires, Brown, & Horowitz, 2014; Saluja, Early, & Clifford, 2002), and instruction (e.g., Greenwood et al, 2013), among other features. Yet, there has been limited consideration of the contexts that inclusive education is taking place within when research has examined children’s outcomes and experiences within inclusive classrooms (Oh-Young & Filler, 2015).…”
mentioning
confidence: 99%
“…(2005 [66] ) showed that staff working in classrooms located in schools had higher education levels and were paid more compared to staff working in independently functioning centres.…”
Section: Type Of Centresmentioning
confidence: 99%
“…Az angolszász területeken, ahol az anyák többsége a gyermek életének első éveiben visszatér a munkába, és a kisgyermekkori intézményes ellátás jóval diverzebb, mint hazánkban, az élet első négy évében megélt gondozási és nevelési tapasztalatoknak az iskolai teljesítményre kifejtett hatása intenzíven vizsgált téma. Két születési kohorszvizsgálat -az Egyesült Államokban (ECLS-B) és Ausztráliában (LSAC-B) -adatait elemző vizsgálatok (Coley et al, 2015;Coley et al, 2016) arra az eredményre jutottak, hogy a 3-5 éves kor közötti intézményes nevelés, legyen az akár családi bölcsőde vagy intézményi bölcsőde rendszerű, teljes napos vagy részleges ellátás, összességében csekély mértékben, de fejlesztő hatással bír a gyermekek ötéves korban mért tanulási készségeire (korai számolás, az írás-olvasás képessége). Ugyanakkor ha a korai formális intézményi ellátást vetették össze a rokonok vagy a gyermekgondozók általi otthoni ellátással, az előbbi jobban előmozdította a kognitív készségek fejlődését, mint az utóbbi.…”
Section: A Társadalmi Tényezők Hatása -Intézményes Nevelésunclassified