Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program

By C. Weiland, Kchersti A. Ulvestad, J. Sachs, H. Yoshikawa. 2013

240 citations recorded by the source corpus.

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The Long-Term Effects of Universal Preschool in Boston (2021, unknown): “Boston’s public preschool program expanded rapidly after the time period of our study, and the district made efforts to improve preschool quality (Sachs and Weiland 2010; Weiland et al. 2013).”
Measuring Early Care and Education Quality (2018, methodology): “Studies conducted in the United States using more rigorous methods to address selection bias reported very modest or null associations in meta-analyses (10, 17) and large sample studies (18, 19).”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Weiland et al. (2013) found quadratic relationships but no linear relationships.”
Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills (2016, background): “However, the effect sizes for the linear associations between indicators of quality and child outcomes are typically small (Burchinal, Kainz, & Cai, 2011) or non-significant (e.g., Weiland et al., 2013).”