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Predicting acceptance of diversity in pre-kindergarten classrooms

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Description:
A study of the relationships between diversity-promoting practices in prekindergarten classrooms and classroom composition, process quality, and teacher characteristics, based on data from 692 publicly-supported prekindergarten classrooms across 11 states, from both the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)
Resource Type:
Reports & Papers
Author(s):
Sanders Kay; Downer Jason T.
Funder(s):
National Center for Research on Early Childhood Education
Country:
United States
State(s):
California; Georgia; Illinois; Kentucky; Massachusetts; New Jersey; New York; Ohio; Texas; Washington; Wisconsin

- Related Resources

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

Classroom Assessment Scoring System Pre-K

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Early Childhood Environment Rating Scale (Rev. ed.)

Instruments
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Predicting acceptance of diversity in pre-kindergarten classrooms

Fact Sheets & Briefs
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- Related Studies

National Center for Early Development and Learning Multistate Study of Pre-Kindergarten, 2001-2003

https://www.icpsr.umich.edu/web/ICPSR/studies/4283

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