The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study†

By Mesut Saçkes, Kathy Cabe Trundle, Randy L. Bell, A. O’Connell. 2011

231 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law

View Paper: https://www.semanticscholar.org/paper/6d5a2870e83ce39b87dfbbbb0f5e94ecdd0c583c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Wolff‐Michael Roth
2. Paul L. Morgan
3. George Farkas
4. Alfredo Jornet
5. Sean F. Reardon
6. Katherine A. Magnuson
7. Christy L. Lleras
8. G. Duncan

In Management, Monitoring, Policy and Law

1. Wolff‐Michael Roth

Citations in the corpus

• Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, methodology): “This might occur as a result of attending lowerquality and lower-resourced schools where the science (as well as mathematics and reading) instruction is of lower quality and frequency (Magnuson, Ruhm, & Waldfogel, 2007; Sackes et  al., 2011; Skibbe et al., 2008).”
• Towards a Theory of Experience (2014, background): “…Center” (Falk & Needham, 2011, p. 10), “developmentally appropriate engagement with quality science learning experiences can enhance children’s development of science skills” (Saçkes et al., 2011, p. 218), or “I use my own experience as a data source” (Wallace, 2012, p. 292, emphasis added).”