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Peer reviewedHuffman, Loreen R.; Speer, Paul W. – Early Childhood Research Quarterly, 2000
Examined the effect of developmentally appropriate teaching practices on academic achievement of kindergarten and first-grade children participating in the Head Start/Public School Transition Project. Found that achievement was significantly higher in the more developmentally appropriate classrooms for letter/word identification and applied…
Descriptors: Academic Achievement, Blacks, Classroom Techniques, Developmentally Appropriate Practices
