Full- Versus Part-Day Kindergarten for Children With Disabilities: Effects on Academic and Social-Emotional Outcomes
Despite the vast body of research examining the relationship between full-day kindergarten attendance and children's outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under fe...
| Veröffentlicht in: | American Educational Research Journal. - SAGE Publishing, 1964. - 53(2016), 3, Seite 708-744 |
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| Format: | Online-Aufsatz |
| Sprache: | English |
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2016
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| Zugriff auf das übergeordnete Werk: | American Educational Research Journal |
| Schlagworte: | Education Behavioral sciences Health sciences Biological sciences Social sciences |
| Online verfügbar |
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