Targeted versus mixed preschools and kindergartens: effects of class composition and teacher-managed activities on disadvantaged children's emergent academic skills

Annika de Haan, Ed Elbers, Huub Hoofs, Paul P. M. Leseman

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Pages (from-to)177-194
JournalSchool Effectiveness and School Improvement
Volume24
Issue number2
DOIs
Publication statusPublished - 1 Jun 2013

Keywords

  • mixed preschools
  • class composition
  • teacher-managed activities
  • emergent academic skills
  • disadvantage

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