Structural and process quality features in Peruvian early childhood education settings
Authors:
- Emily C. HannoEHEmily C. Hanno
- Kathryn E. GonzalezKGKathryn E. Gonzalez
- Rebecca Blazar LebowitzRLRebecca Blazar Lebowitz
- Dana Charles McCoyDMDana Charles McCoy
- Armida LizárragaALArmida Lizárraga
- Camilla Korder FortCFCamilla Korder Fort
- 1 March 2020
- journal article
- research article
- Published by Elsevier in Journal of Applied Developmental Psychology
- Vol. 67
Abstract
No abstract availableKeywords
This publication has 54 references indexed in Scilit:
- The Effects of Accountability Incentives in Early Childhood EducationJournal of Policy Analysis and Management, 2019
- Measurement properties of the CLASS Toddler in ECEC in The NetherlandsJournal of Applied Developmental Psychology, 2017
- Predictors of Chinese early childhood program quality: Implications for policiesChildren and Youth Services Review, 2016
- Comparing state policy approaches to early care and education quality: A multidimensional assessment of quality rating and improvement systems and child care licensing regulationsEarly Childhood Research Quarterly, 2015
- Thresholds in the association between child care quality and child outcomes in rural preschool childrenEarly Childhood Research Quarterly, 2014
- Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settingsEarly Childhood Research Quarterly, 2012
- Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programsEarly Childhood Research Quarterly, 2010
- Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classroomsEarly Childhood Research Quarterly, 2008
- Preschool experience in 10 countries: Cognitive and language performance at age 7Early Childhood Research Quarterly, 2006
- Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?Early Childhood Research Quarterly, 2006