Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis (Unknown)
- New search for: Pearman, Francis A.II
- New search for: Springer, Matthew P.
- New search for: Lipsey, Mark
- New search for: Lachowicz, Mark
- New search for: Swain, Walker
- New search for: Farran, Dale
- New search for: Pearman, Francis A.II
- New search for: Springer, Matthew P.
- New search for: Lipsey, Mark
- New search for: Lachowicz, Mark
- New search for: Swain, Walker
- New search for: Farran, Dale
In:
Journal of Research on Educational Effectiveness
;
13
, 4
;
547-573
;
2020
- Article (Journal) / Electronic Resource
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Title:Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis
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Contributors:Pearman, Francis A.II ( author ) / Springer, Matthew P. ( author ) / Lipsey, Mark ( author ) / Lachowicz, Mark ( author ) / Swain, Walker ( author ) / Farran, Dale ( author )
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Published in:Journal of Research on Educational Effectiveness ; 13, 4 ; 547-573
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Publisher:
- New search for: Routledge
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Publication date:2020-10-01
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Size:27 pages
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ISSN:
-
DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:Unknown
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Keywords:
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Source:
Table of contents – Volume 13, Issue 4
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 547
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Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment HypothesisPearman, Francis A.II / Springer, Matthew P. / Lipsey, Mark / Lachowicz, Mark / Swain, Walker / Farran, Dale et al. | 2020
- 574
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Costs of the Boston Public Prekindergarten ProgramKabay, Sarah / Weiland, Christina / Yoshikawa, Hirokazu et al. | 2020
- 601
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The Effect of Peer-Assisted Mathematics Learning Opportunities in First Grade Classrooms: What Works for Whom?Wood, Taffeta / Mazzocco, Michele M. M. / Calhoon, Mary Beth / Crowe, Elizabeth Coyne / Connor, Carol McDonald et al. | 2020
- 625
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Can Court Diversion Improve School Attendance among Elementary Students? Evidence from Five School DistrictsLee, Won Fy / McNeely, Clea A. / Rosenbaum, Janet E. / Alemu, Besufekad / Renner, Lynette M. et al. | 2020
- 652
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Replicating a Scalable Intervention That Helps Students Reappraise Academic and Social Adversity During the Transition to Middle SchoolPyne, Jaymes / Borman, Geoffrey D. et al. | 2020
- 679
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AVID Participation in High School and Post-Secondary Success: An Evaluation and Cost AnalysisTodhunter-Reid, Abigail / Burke, Amanda / Houchens, Paul / Howard, Mark et al. | 2020
- 702
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The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation InterventionHenry, Gary T. / Harbatkin, Erica et al. | 2020
- 731
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Pair Programming in Perspective: Effects on Persistence, Achievement, and Equity in Computer ScienceBowman, Nicholas A. / Jarratt, Lindsay / Culver, K. C. / Segre, Alberto M. et al. | 2020
- 759
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Challenges Solving Science Tasks with Text–Picture Combinations Persist beyond Secondary SchoolMagnus, Lara / Schütte, Kerstin / Schwanewedel, Julia et al. | 2020
- 784
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Call Me Maybe: Using Incentives and Follow-Ups to Increase Principals’ Survey Response RatesNeal, Zachary / Neal, Jennifer Watling / Piteo, Amelia et al. | 2020
- 794
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The Effects of Microsuppression on State Education Data QualitySchauer, Jacob M. / Kuyper, Arend M. / Hedberg, Eric C. / Hedges, Larry V. et al. | 2020
- 816
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Design Parameter Values for Impact Evaluations of Science and Mathematics Interventions Involving Teacher OutcomesWestine, Carl D. / Unlu, Fatih / Taylor, Joseph / Spybrook, Jessaca / Zhang, Qi / Anderson, Brent et al. | 2020