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Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?

机译:高品质的幼儿园和一年级教室会减轻学前教育的淡化吗?

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摘要

Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children.
机译:先前的研究表明,学龄前的短期影响可能会消失,但是很少有研究考虑哪种环境条件可以维持从学龄前到小学的学术优势。利用来自两个学前实验的中学数据,我们调查了小学的特征(尤其是幼儿园和一年级的高级内容和高质量教学)以及协调课程教学的专业支持是否减少了退学现象。在这两项研究中,我们的教学方法均未缓解衰落。但是,结果表明,有针对性的教师专业支持大大减轻了幼儿园和一年级学生之间的淡入淡出,但这不是通过课堂质量来进行的。未来的研究应该调查具体的机制,使学前与小学的课程方法保持一致,以维持低收入儿童学前教育计划的利益。

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