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Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction?

Description:
An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher-child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs
Resource Type:
Reports & Papers
Country:
United States

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.

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