Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis
J Res Educ Eff
.
2020;13(4):547-573.
doi: 10.1080/19345747.2020.1749740.
Epub 2020 May 28.
Authors
Francis A Pearman 2nd
1
,
Matthew Springer
2
,
Mark Lipsey
3
,
Mark Lachowicz
3
,
Walker Swain
4
,
Dale Farran
3
Affiliations
1
Stanford University.
2
University of North Carolina, Chapel Hill.
3
Vanderbilt University.
4
University of Georgia.
PMID:
33728015
PMCID:
PMC7958941
DOI:
10.1080/19345747.2020.1749740
No abstract available
Keywords:
PreK; academic achievement; school quality; sustaining environments; teacher quality.
Grants and funding
R01 HD079461/HD/NICHD NIH HHS/United States