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Direct linkMichelle F. Maier; Meghan P. McCormick; Samantha Xia; JoAnn Hsueh; Christina Weiland; Abby Morales; Marina Boni; Melissa Tonachel; Jason Sachs; Catherine Snow – Grantee Submission, 2022
Currently available measures of PreK classroom quality inconsistently predict gains in children's outcomes. Extant measures may not capture the full range of instructional practices--including the degree to which children are exposed to rich content and cognitively demanding instruction--that are important for supporting the development of early…
Descriptors: Mathematics Skills, Language Skills, Preschool Children, Public Schools
Akaba, Sanae; Peters, Lacey E.; Liang, Eva; Graves, Sherryl B. – Journal of Early Childhood Research, 2020
The focus of this study is preschool teachers' perspectives on their experiences during a Pre-K expansion in New York City. The expansion brought on neoliberal approaches to curriculum, child assessment, quality improvement, and instructional support in classrooms, and these changes in turn heightened expectations for accountability. This has…
Descriptors: Preschool Teachers, Teaching Experience, Educational Policy, Educational Change
