Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

By C. Howes, Margaret R. Burchinal, Robert C. Pianta, D. Bryant, Diane M. Early, R. Clifford, O. Barbarin. 2008

1,141 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5e61e72b69cca26eefdf3696c2755af016c0c1c7

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In Education

Citations in the corpus

A Course on Effective Teacher-Child Interactions (2012, background): “(Dickinson & Brady, 2006; Howes et al., 2008; Jackson et al., 2006; Mashburn et al., 2008).”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “…programs (Gilliam & Zigler, 2000), children from different family structures and economic, racial, and ethnic groups gained in school readiness skills from participation in these state-funded pre-K programs (Barnett et al., 2005; Gormley et al., 2005; Howes et al., 2008; Magnuson et al., 2007).”
Social Relationships and School Readiness (2006, methodology): “For example, higher quality emotional climates were associated positively with children’s gains in expressive and receptive vocabulary, higher quality instructional climates were associated with children’s gains in receptive vocabulary and gains in teachers’ ratings of language and literacy skills, ”
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010, background): “The current examination of pre-k quality and children’s learning gains follows from several reports (Howes et al., 2008; Mashburn et al., 2008) from the same project that demonstrated children showed nontrivial gains when they attended public pre-kindergartens and those gains were modestly larger…”
Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten (2008, positive): “…used in this analysis as a control variable, CLASS dimensions have been shown to significantly predict gains in children’s achievement and social functioning in pre-kindergarten (Howes et al., 2005), kindergarten (Pianta, La Paro, Payne, Cox, & Bradley, 2002) and first grade (NICHD ECCRN, 2002).”
The Response to Intervention (RTI) Approach in Early Childhood (2011, background): “Particularly effective are teachers who engage in instructionally supportive interactions with children with intentional emphasis on encouraging, responding to, and expanding on their students’ talk (Howes et al., 2008; Mashburn, 2008).”
Family Socioeconomic Status, Parent Expectations, and a Child's Achievement (2013, background): “However, Howes et al. (2006) did not find that program characteristics were related to achievement gains.”
Measuring the Quality of Teacher–Child Interactions in Toddler Child Care (2009, methodology): “For example, using the CLASS, Howes et al. (2008) reported significant positive relationships between scores on this measure and students' results on measures of language, literacy, mathematics, and social skills in pre-kindergarten.”
Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms (2007, background): “A recent large-scale multi-state pre-K study by Howes et al. (2005) examined teacher practices in pre-K programs and found that children generally spent much of their day in routine activities (eg, standing in line, toileting) or meals and relatively little time interacting directly with the teach”
Effect of Observation Mode on Measures of Secondary Mathematics Teaching (2013, background): “The measure has predicted relationships with student social and academic outcomes (Allen, Pianta, Gregory, Mikami, & Lun, 2011; Bill and Melinda Gates Foundation, 2012; Burchinal et al., 2009; Hafen et al., 2012; Howes et al., 2008; Mashburn et al., 2008) and supports the proposed domain structure i”