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1 . Academic Journal
Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools
저자
by
McCormick, Meghan P.
;
MacDowell, Cullen
;
Weiland, Christina
;
Hsueh, JoAnn
;
Maier, Michelle
, et al.
소스
In
Early Childhood Research Quarterly
Q2 2024 67:89-100
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7 . Academic Journal
Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools
저자
by
Weiland, Christina
;
Moffett, Lillie
;
Rosada, Paola Guerrero
;
Weissman, Amanda
;
Zhang, Kehui
, et al.
소스
In
Early Childhood Research Quarterly
Q2 2023 63:313-326
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7 . Academic Journal
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students
저자
by
Deng, Ziyun
;
Uccelli, Paola
;
Snow, Catherine
.
소스
In
Assessing Writing
July 2022 53
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5 . Academic Journal
Content-rich instruction and cognitive demand in prek: using systematic observations to predict child gains
저자
by
Maier, Michelle F.
;
McCormick, Meghan P.
;
Xia, Samantha
;
Hsueh, JoAnn
;
Weiland, Christina
, et al.
소스
In
Early Childhood Research Quarterly
Q3 2022 60:96-109
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7 . Academic Journal
Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains
저자
by
Moffett, Lillie
;
Weissman, Amanda
;
Weiland, Christina
;
McCormick, Meghan
;
Hsueh, JoAnn
, et al.
소스
In
Journal of Applied Developmental Psychology
November-December 2021 77
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7 . Academic Journal
Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study
저자
by
Guerrero-Rosada, Paola
;
Weiland, Christina
;
McCormick, Meghan
;
Hsueh, JoAnn
;
Sachs, Jason
, et al.
소스
In
Early Childhood Research Quarterly
Q1 2021 54:1-12
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7 . Academic Journal
Promoting content-enriched alignment across the early grades: A study of policies & practices in the Boston Public Schools
저자
by
McCormick, Meghan P.
;
Weiland, Christina
;
Hsueh, JoAnn
;
Maier, Michelle
;
Hagos, Rama
, et al.
소스
In
Early Childhood Research Quarterly
Q3 2020 52 Part B:57-73
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7 . Academic Journal
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners' Academic Achievement.
저자
by
Moffett, Lillie
;
Weiland, Christina
;
McCormick, Meghan P.
;
Hsueh, JoAnn
;
Snow, Catherine
, et al.
소스
Early Education & Development
; May/Jun2024, Vol. 35 Issue 4, p667-690, 24p
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7 . Academic Journal
Enrollment in Pre-K and Children's Social–Emotional and Executive Functioning Skills: To What Extent Are Associations Sustained Across Time?
저자
by
Moffett, Lillie
;
Weissman, Amanda
;
McCormick, Meghan
;
Weiland, Christina
;
Hsueh, JoAnn
, et al.
소스
Journal of Educational Psychology
. Apr2023, Vol. 115 Issue 3, p460-474. 15p.
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7 . Academic Journal
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten.
저자
by
McCormick, Meghan
;
Weiland, Christina
;
Hsueh, JoAnn
;
Pralica, Mirjana
;
Weissman, Amanda K.
, et al.
소스
Child Development
; Jul/Aug2021, Vol. 92 Issue 4, pe599-e620, 22p, 4 Charts
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