An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten

By Michael A. Assel, S. Landry, Paul Swank, Susan B. Gunnewig. 2007

105 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/92db9e4ee7de7444356ee7466d5838fed8b841f9

How researchers see this paper

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

In Developmental and Educational Psychology

1. Paul Swank
2. S. Landry
3. R. Schachter
4. Jason L. Anthony
5. K. Diamond
6. Annemarie H. Hindman
7. B. Wasik

In Education

1. R. Schachter
2. Jason L. Anthony
3. Catriona Elek
4. J. Page
5. Annemarie H. Hindman
6. B. Wasik
7. K. Diamond

Citations in the corpus

• Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “58 Assel et al. (2007).”
• An Analytic Study of the Professional Development Research in Early Childhood Education (2015, background): “Rather, evaluation of the success and implementation of the PD was related to fidelity of curriculum enactment (e.g., Assel et al., 2007) and/or the fidelity of coaches to the intervention model or content (e.g., Pianta, Mashburn, Downer, Hamre, & Justice, 2008 via weblogs).”
• An experimental study evaluating professional development activities within a state funded pre-kindergarten program (2011, background): “Evidence from longitudinal intervention studies demonstrates that there is a long lasting positive influence of quality early childhood education (Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, 2002; Reynolds, Ou, & Topitzes, 2004; Schweinhart, Barnes, & Weikart, 1993) and results from a num”