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Journal of Research on Educational Effectiveness Volume 11, 2018 - Issue 3
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Intervention, Evaluation, and Policy Studies

Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?

Jade Marcus JenkinsSchool of Education, University of California–Irvine, Irvine, California, USACorrespondence[email protected]
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,
Tyler W. WattsSchool of Education, University of California–Irvine, Irvine, California, USA;Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York, USAView further author information
,
Katherine MagnusonSchool of Social Work, University of Wisconsin–Madison, Madison, Wisconsin, USAView further author information
,
Elizabeth T. GershoffDepartment of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USAView further author information
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Douglas H. ClementsMorgridge College of Education, University of Denver, Denver, Colorado, USAView further author information
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Julie SaramaMorgridge College of Education, University of Denver, Denver, Colorado, USAView further author information
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Greg J. DuncanSchool of Education, University of California–Irvine, Irvine, California, USAView further author information
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Pages 339-374 | Received 22 Mar 2017, Accepted 05 Feb 2018, Published online: 29 Mar 2018

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Khofidotur Rofiah, Kieron Sheehy, Sri Widayati & Budiyanto. (2023) Fun and the benefits of Sign Supported Big Books in mainstream Indonesian kindergartens. International Journal of Early Years Education 31:2, pages 467-481.
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Peter Jensen & Nina Madsen Sjö. (2022) The effects of a large-scale school readiness intervention on Danish preschool children’s emergent mathematics skills. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Si Chen, Chen Zhao, Chen Chen, Zhiping Wu, Catherine E. Snow & Mai Lu. (2022) Does One More Year Matter? Dosage Effect of the One-Village-One-Preschool Intervention in Rural China. Journal of Research on Educational Effectiveness 15:2, pages 217-242.
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Francis A. Pearman$suffix/text()$suffix/text(), Matthew P. Springer, Mark Lipsey, Mark Lachowicz, Walker Swain & Dale Farran. (2020) Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis. Journal of Research on Educational Effectiveness 13:4, pages 547-573.
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