PK‐3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old

By K. Bogard, R. Takanishi. 2005

177 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/83ac104598bea47d2cc2a0250ba8b742a1c85441

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In Education

Citations in the corpus

Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis (2013, background): “Early childhood education and the transition to school continue to receive considerable public attention as evidence builds to indicate that early success breeds later success (Bogard & Takanishi, 2005; Duncan et al., 2007; Heckman & Masterov, 2007; Jerome, Hamre, & Pianta, 2009).”
A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education (2015, background): “Such coupling reinforces gains that children make in early education (Bogard and Takanishi 2005).”
School Readiness, Full-Day Kindergarten, and Student Achievement (2006, background): “This suggests that participation in full-day programs would have more enduring benefits if curricula could be coordinated across grades (see for example, Bogard and Takanishi, 2005). However, little is currently known about the curricula in full-time programs and how they differ from those used in p”
PK-3: What Does It Mean For INstruction? (2017, background): “"PK–3” has become a rallying cry among many developmental scientists and educators (Bogard & Takanishi, 2005; Graves, 2006; Kauerz, 2006, 2007; Takanishi, 2016).”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “WJ-III = Woodcock–Johnson III Tests of Achievement; PPVT = Peabody Picture Vocabulary Test; TCRS = Teacher–Child Rating Scale. next decade (Bogard & Takanishi, 2005).”
Playing around in school: Implications for learning and educational policy. (2010, background): “In this paper, we argue that playful learning offers a middle ground between the warring factions in early education (pre-K – 3rd grade; Bodrova, 2008; Bogard & Takanishi, 2005).”
Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten (2008, unknown): “…to and adaptation within kindergarten is the use of specific practices that facilitate connections between children, families, pre-kindergarten and kindergarten teachers and classrooms to foster adaptive and supportive experiences (Bogard & Takanishi, 2005; Kagan, 1991; Zigler & Kagan, 1982).”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “…Kagan, & Frelow, 2003), and as discussed earlier, emerging interest in aligning prekindergarten standards with those in the early elementary years (Bogard & Takanishi, 2005), despite concerns that standards fail to consider the heterogeneity among young children (Bowman, Donovan, & Burns, 2001).”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, background): “The high degree of variability in children’s kindergarten experiences is in stark contrast to recommendations made in recent policy statements summarizing evidence on the importance of supporting and investing in quality across the early elementary years (Bogard & Takanishi, 2005).”