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Teacher-rated family involvement and children's social and academic outcomes in kindergarten

An observational study using data from the National Institute of Child Health and Human Development Study of Early Child Care to examine the relation between teacher-reported family involvement in school and their kindergarten children's academic and social competencies
Resource Type:
Reports & Papers
United States
Arkansas; North Carolina; Virginia

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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