Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 6 |
Descriptor
Disadvantaged Youth | 6 |
Hierarchical Linear Modeling | 6 |
Intervention | 6 |
Preschool Children | 5 |
Comparative Analysis | 3 |
Early Childhood Education | 3 |
Federal Programs | 3 |
Scores | 3 |
Vocabulary Development | 3 |
Control Groups | 2 |
Correlation | 2 |
More ▼ |
Source
Early Education and… | 2 |
American Journal of Evaluation | 1 |
Journal of Education for… | 1 |
Journal of Educational… | 1 |
Teachers College Record | 1 |
Author
Carlis, Lydia | 1 |
Chang, Wanchen | 1 |
Crandell, Jennifer DiBara | 1 |
Davis, Heather | 1 |
Gonzalez, Jorge E. | 1 |
Gregory, Bradley | 1 |
Han, Jisu | 1 |
Hitti, Aline | 1 |
Klugman, Joshua | 1 |
Kwok, Oiman | 1 |
Pituch, Keenan A. | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 5 |
Reports - Evaluative | 1 |
Education Level
Early Childhood Education | 3 |
Preschool Education | 3 |
High Schools | 1 |
Secondary Education | 1 |
Audience
Location
California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary… | 3 |
Bayley Mental Development… | 1 |
Bayley Scales of Infant… | 1 |
Early Childhood Longitudinal… | 1 |
Expressive One Word Picture… | 1 |
Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Pituch, Keenan A.; Whittaker, Tiffany A.; Chang, Wanchen – American Journal of Evaluation, 2016
Use of multivariate analysis (e.g., multivariate analysis of variance) is common when normally distributed outcomes are collected in intervention research. However, when mixed responses--a set of normal and binary outcomes--are collected, standard multivariate analyses are no longer suitable. While mixed responses are often obtained in…
Descriptors: Intervention, Multivariate Analysis, Mixed Methods Research, Models
Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Resendez, Nora; Kwok, Oiman; Zhu, Leina; Davis, Heather – Early Education and Development, 2018
Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281…
Descriptors: Vocabulary Development, Language Proficiency, English (Second Language), Bilingual Teachers
Klugman, Joshua – Teachers College Record, 2013
Background: Access to Advanced Placement (AP) courses is stratified by class and race. Researchers have identified how schools serving disadvantaged students suffer from various kinds of resource deprivations, concluding that interventions are needed to equalize access to AP courses. On the other hand, the theory of Effectively Maintained…
Descriptors: Advanced Placement Programs, Equal Education, Intervention, High Schools
Han, Jisu; Schlieber, Marisa; Gregory, Bradley – Journal of Education for Students Placed at Risk, 2017
This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a…
Descriptors: Oral Language, Language Skills, Vocabulary Development, Expressive Language
Silverman, Rebecca; Crandell, Jennifer DiBara; Carlis, Lydia – Early Education and Development, 2013
A study was conducted in 26 Head Start classrooms with 264 children to compare the effect of a read aloud plus extension activities intervention over a control group to the effect of a read aloud only intervention over a control group on preschool children's vocabulary. Children were assessed before and after the intervention on target vocabulary…
Descriptors: Preschool Children, Federal Programs, Early Childhood Education, Disadvantaged Youth
Ramani, Geetha B.; Siegler, Robert S.; Hitti, Aline – Journal of Educational Psychology, 2012
We examined whether a theoretically based number board game could be translated into a practical classroom activity that improves Head Start children's numerical knowledge. Playing the number board game as a small group learning activity promoted low-income children's number line estimation, magnitude comparison, numeral identification, and…
Descriptors: Number Concepts, Feedback (Response), Disadvantaged Youth, Class Activities