Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Abstract
The sustaining environments hypothesis refers to the popular idea, stemming from theories in developmental, cognitive, and educational psychology, that the long-term success of early educational interventions is contingent on the quality of the subsequent learning environment. Several studies have investigated whether specific kindergarten classroom and other elementary school factors account for patterns of persistence and fadeout of early...
Paper Details
Title
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Published Date
Jun 1, 2020
Journal
Volume
56
Pages
100910 - 100910
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