
ERIC Number: EJ633366
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0885-2006
EISSN: N/A
Academic Performance among At-Risk Children: The Role of Developmentally Appropriate Practices.
Huffman, Loreen R.; Speer, Paul W.
Early Childhood Research Quarterly, v15 n2 p167-84 2000
Examined the effect of developmentally appropriate teaching practices on academic achievement of kindergarten and first-grade children participating in the Head Start/Public School Transition Project. Found that achievement was significantly higher in the more developmentally appropriate classrooms for letter/word identification and applied problems over time, suggesting that developmentally appropriate practices can improve children's achievement in urban settings. (Author/HTH)
Descriptors: Academic Achievement, Blacks, Classroom Techniques, Developmentally Appropriate Practices, Grade 1, High Risk Students, Hispanic Americans, Kindergarten, Primary Education, School Readiness, Student Adjustment, Teacher Student Relationship, Teaching Methods, Transitional Programs, Urban Areas
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A