The influence of teacher-individualizing practices on child developmental progress

Description:

An examination of the correlation between teachers? use of individual practices and children?s development, based on a sample of 1,407 children from 80 classrooms in a suburban and rural Head Start program in the Southeastern United States

Resource Type:

Reports & Papers

Author(s):

Lambert Richard G.; Abbott-Shim Martha; McCarty Frances

Publisher(s):

Lawrence Erlbaum Associates

Country:

United States

Date Issued:

1999

Source:

NHSA Dialog, 2(1), 75-88

Journal Title:

NHSA Dialog

Volume Number:

Issue Number:

Page Range:

75-88

Topics:

6. Programs, Interventions & Curricula > 6.1. Programs > 6.1.3. Early Head Start/Head Start

11. Child Care & Early Education Quality > 11.1. Process Quality

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.1. Assessment & Measurement

ISSN:

1524-0754

Paper

1930-9325

Online

Peer Reviewed:

Yes

View Full Text

*Some journal articles may be behind a pay wall. Click on the full text button above to check availability. Tip sheet on accessing journal articles behind a paywall

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.