Accountability in early childhood: No easy answers.

By S. Meisels. 2007

90 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4abfb27d681b3bf5b3468d6aa6104c01749bd20f

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Citations in the corpus

Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “The availability of such programs is increasing, in part due to theoretical and empirical indicators that high-quality preschool experiences can improve the school readiness of disadvantaged children (Meisels, 2006).”
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms. (2008, background): “Given the variation in and fairly low levels of classroom quality reported in observational studies of pre-k, teachereducators and policy-makers are recognizing that ongoing training and support for high-quality implementation of curricula (such as through professional development supports or qualit”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “The movement of policy and practice to intensify reading instruction for younger students necessitates testing models of literacy achievement that consider student engagement alongside classroom factors (Greenwood et al., 2002; Meisels, 2006; Stipek, 2006).”
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (2008, methodology): “this analysis can provide direction for policies aimed toward program development efforts (Meisels, 2007) and to the recent emergence of quality rating systems (Mitchell, 2007) as a mechanism for program improve ment and accountability.”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “Hence, much work remains in the area of creation and systematic evaluation of tasks appropriate for young children that are sensitive to individual differences and meaningfully predictive of development throughout the early years of school (Hongwanishkul, Happaney, Lee, & Zelazo, 2005; McCabe, Cunni”