Tarullo Louisa (20 results)
- Softcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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£ 28.97
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- Softcover
Seller: INDOO, Avenel, NJ, U.S.A.INDOO
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£ 30.98
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- Softcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
Contact seller5-star sellerCondition: Used - As new
£ 32.12
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Condition: As New. Unread book in perfect condition.
- Softcover
Seller: Rarewaves.com USA, London, LONDO, United KingdomRarewaves.com USA
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£ 34.54
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Paperback. Condition: New. The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are pivotal in rec…ent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills.
- Softcover
Seller: Brook Bookstore On Demand, Napoli, NA, ItalyBrook Bookstore On Demand
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£ 34.95
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Condition: new.
- Softcover
Seller: PBShop.store UK, Fairford, GLOS, United KingdomPBShop.store UK
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£ 35.47
£ 3.29 shippingShips from United Kingdom to U.S.A.Quantity: 6 available
PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.
- Softcover
Seller: Books Puddle, New York, NY, U.S.A.Books Puddle
Contact seller4-star sellerCondition: New
£ 38.29
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Condition: New. pp. 316.
- Softcover
Seller: Grand Eagle Retail, Bensenville, IL, U.S.A.Grand Eagle Retail
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£ 41.93
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Paperback. Condition: new. Paperback. The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are piv…otal in recent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
- Softcover
Seller: Majestic Books, Hounslow, United KingdomMajestic Books
Contact seller4-star sellerCondition: New
£ 35.62
£ 6.50 shippingShips from United Kingdom to U.S.A.Quantity: 1 available
Condition: New. pp. 316.
- Softcover
Seller: THE SAINT BOOKSTORE, Southport, United KingdomTHE SAINT BOOKSTORE
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£ 34.43
£ 12.87 shippingShips from United Kingdom to U.S.A.Quantity: 6 available
Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.
- Softcover
Seller: Ria Christie Collections, Uxbridge, United KingdomRia Christie Collections
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£ 37.01
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Condition: New. In English.
- Softcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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£ 34.39
£ 15.00 shippingShips from United Kingdom to U.S.A.Quantity: Over 20 available
Condition: New.
- Softcover
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrelandKennys Bookshop and Art Galleries Ltd.
Contact seller5-star sellerCondition: New
£ 42.65
£ 8.16 shippingShips from Ireland to U.S.A.Quantity: 15 available
Condition: New. Series: Monographs of the Society for Research in Child Development (Mono). Num Pages: 316 pages. BIC Classification: JH. Category: (G) General (US: Trade). Dimension: 228 x 156 x 6. Weight in Grams: 176. . 2016. Paperback. . . . .
- Softcover
Seller: Ubiquity Trade, Miami, FL, U.S.A.Ubiquity Trade
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£ 49.01
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Condition: New. Brand new! Please provide a physical shipping address.
- Softcover
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
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£ 40.35
£ 10.00 shippingShips from United Kingdom to U.S.A.Quantity: 2 available
Paperback. Condition: Brand New. 2nd edition. 316 pages. 8.98x5.98x0.28 inches. In Stock.
- Softcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
Contact seller5-star sellerCondition: Used - As new
£ 35.32
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Condition: As New. Unread book in perfect condition.
- Softcover
Seller: Chiron Media, Wallingford, United KingdomChiron Media
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£ 35.85
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Paperback. Condition: New.
- Softcover
Seller: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
Contact seller5-star sellerCondition: New
£ 49.80
£ 7.77 shippingShips within U.S.A.Quantity: 15 available
Condition: New. Series: Monographs of the Society for Research in Child Development (Mono). Num Pages: 316 pages. BIC Classification: JH. Category: (G) General (US: Trade). Dimension: 228 x 156 x 6. Weight in Grams: 176. . 2016. Paperback. . . . . Books ship from the US and Ireland.
- Softcover
Seller: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
Contact seller5-star sellerCondition: New
£ 64.65
£ 27.37 shippingShips from Australia to U.S.A.Quantity: 1 available
Paperback. Condition: new. Paperback. The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are piv…otal in recent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
- Softcover
Seller: Rarewaves.com UK, London, United KingdomRarewaves.com UK
Contact seller5-star sellerCondition: New
£ 34.38
£ 65.00 shippingShips from United Kingdom to U.S.A.Quantity: 3 available
Paperback. Condition: New. The questions of whether preschool children benefi t more strongly when early care and education (ECE) is at or above a threshold of quality, has specifi c quality features, and/or is of longer duration were examined in secondary data analyses of eight large ECE studies. These issues are pivotal in rec…ent ECE policies designed to improve school readiness skills, especially for children from low-income families. Threshold analyses examined whether quality had stronger associations with gains in child outcomes in settings with high levels of quality than those with lower quality. Features analyses considered whether specific measures of instruction and of teacher-child interaction were more predictive of gains than global quality measures. Dosage analyses tested whether the amount of in ECE settings or in instruction in specific content areas predicted child outcomes. Threshold analyses provided some evidence for thresholds in measures of instructional quality in relation to reading and language skills in meta-analyses based on a prior-selected cut-points and, less clearly, in empirical methods designed to identify cut-points. Analyses examining quality features indicated stronger prediction of gains in child outcomes from interaction-specific and content-specific measures than from global measures. Propensity score analyses indicated that children had higher school readiness skills at the end of preschool and in kindergarten if they had two years of Head Start compared to one year. Finally, dosage analyses indicated that children showed larger gains in content areas when teachers spent more time providing instruction in those areas or when children had fewer absences. No evidence of quality by quantity interactions emerged. Implications of the thresholds findings for ECE policies such as Quality Rating and Improvement Systems are discussed. The dosage findings support the growing trend toward more than one year of access to publicly funded preschool programs for low-income children as well as increased focus on the content of ECE activities and instruction to enhance language, literacy, and math skills.
