More than Teacher Directed or Child Initiated: Preschool Curriculum Type, Parent Involvement, and Children's Outcomes in the Child-Parent Centers

Creator

Elizabeth Graue
Melissa A. Clements
Arthur J. Reynolds
Michael D. Niles

Files

Publisher

Arizona State University, University of South Florida

Publication Date

December 2004

Abstract

This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. …

Keywords

Preschool (education), Early child education, Early childhood education--Parent participation

Extent

38

Geographic Location

Chicago (Ill.)

Volume

12

Issue

72

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Graue, E., Clements, M. A., Reynolds, A. J., & Niles, M. D. (2004, December 24). More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children’s outcomes in the child-parent centers. Education Policy Analysis Archives, 12(72). Retrieved [date] from http://epaa.asu.edu/epaa/v12n72.

Identifier

E11-00421

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Graue, Elizabeth; Clements, Melissa A.; Reynolds, Arthur J.; and Niles, Michael D., "More than Teacher Directed or Child Initiated: Preschool Curriculum Type, Parent Involvement, and Children's Outcomes in the Child-Parent Centers" (2004). Education Policy Analysis Archives (EPAA). 497.
https://digitalcommons.usf.edu/usf_EPAA/497