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Promoting Child Development through Group-Based Parent Support within a Cash Transfer Program: Experimental Effects on Children's Outcomes

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Fernald, Lia C. H.; Kagawa, Rose M. C.; Knauer, Heather A.; Schnaas, Lourdes; Guerra, Armando Garcia; Neufeld, Lynnette M. – Developmental Psychology, 2017

We examined effects on child development of a group-based parenting support program ("Educación Inicial" - EI) when combined with Mexico's conditional cash transfer (CCT) program ("Prospera," originally 'Oportunidades" and "Progresa"). This cluster-randomized trial included 204 communities (n = 1,113 children in…

Descriptors: Child Development, Welfare Services, Poverty Programs, Family Programs

Comparison of Academic and Cognitive Programs for Young Handicapped Children.

Peer reviewed

Dale, Philip S.; Cole, Kevin N. – Exceptional Children, 1988

Two highly contrasting models of preschool education for mildly handicapped children were compared. Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test. Mediated Learning led to greater gains on the McCarthy Verbal and Memory scales and Mean Length of Utterance measure. (Author/VW)

Descriptors: Cognitive Development, Language Acquisition, Memory, Mild Disabilities

Intensive Evaluation of Head Start Implementation in the Tucson Early Education Model.

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Rentfrow, Robert K. – 1972

As part of the national Head Start Planned Variation Study, this study used a relatively small sample in an intensive evaluation of program implementation in one field community using the Tucson Early Education Model (TEEM). A modified Solomon four-group research design formed the organization framework. Evaluation of six TEEM classrooms and two…

Descriptors: Affective Behavior, Analysis of Covariance, Attitude Measures, Behavior Rating Scales