Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Alice Klein | 1 |
| Courtney Hagan | 1 |
| Farran, Dale C. | 1 |
| Hofer, Kerry G. | 1 |
| Lipsey, Mark W. | 1 |
| Marina Bers | 1 |
| Parastu Dubash | 1 |
| Patricia Moore Shaffer | 1 |
| Prentice Starkey | 1 |
| Zhanxia Yang | 1 |
Publication Type
| Reports - Research | 3 |
| Numerical/Quantitative Data | 1 |
Education Level
| Early Childhood Education | 3 |
| Elementary Education | 3 |
| Preschool Education | 3 |
| Primary Education | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Kindergarten | 1 |
Audience
Laws, Policies, & Programs
| Head Start | 1 |
Assessments and Surveys
| Woodcock Johnson Tests of… | 2 |
| Early Childhood Environment… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 3 |
Peer reviewed
Download full textZhanxia Yang; Patricia Moore Shaffer; Courtney Hagan; Parastu Dubash; Marina Bers – Grantee Submission, 2023
The aim of this study was to explore how the Coding as Another Language (CAL) curriculum, developed by Boston College's DevTech Research Group and utilizing the ScratchJr app, impacted students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly assigned thirteen schools in a…
Descriptors: Coding, Second Language Learning, Curriculum Development, Programming Languages
Lipsey, Mark W.; Farran, Dale C.; Hofer, Kerry G. – Peabody Research Institute, 2015
In 2009, Vanderbilt University's Peabody Research Institute, in coordination with the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected…
Descriptors: Preschool Education, Outcomes of Education, Randomized Controlled Trials, State Programs
Prentice Starkey; Alice Klein – Grantee Submission, 2012
A socioeconomic status (SES) gap in mathematical knowledge emerges early and widens prior to school entry. To address this gap, a curricular intervention, "Pre-K Mathematics," was developed and found to be effective in prior efficacy research. In the present project, the next step was taken in evaluating this intervention. Specifically,…
Descriptors: Achievement Gap, Preschool Education, Intervention, Program Effectiveness
