In Paper Symposium: Sequencing of Early Learning Experiences: Dosage, Instructional Alignment, and Children’s Developmental Outcomes
On Symposium Paper: Does Aligning Instruction across PreK and Kindergarten Support Children’s Development?:

Presenting Author

In Paper Symposium: How Can Pre-K Contribute to Reducing the Black-White Achievement Gap?
On Symposium Paper: Can Preschool Instructional Practices Promote Racial Equity in Academic Skills? Evidence from the Boston Schools

Presenting Author

In Paper Symposium: Features of Instruction that Promote Children’s Development: Evidence from Systematic Classroom Observations

Chair

In Paper Symposium: Features of Instruction that Promote Children’s Development: Evidence from Systematic Classroom Observations
On Symposium Paper: Linking Instructional Aspects of Children’s Classroom Learning Experiences to Child Outcomes in PreK

Non-Presenting Author

In Paper Symposium: Features of Instruction that Promote Children’s Development: Evidence from Systematic Classroom Observations
On Symposium Paper: Prekindergarten classroom organization: Variation across children in the same classroom and relations to learning gains

Non-Presenting Author

In Paper Symposium: What Matters in Sustaining the Benefits of Pre-K through Early Elementary School
On Symposium Paper: Measurement Matters: Effects of the BPS Prekindergarten Program on Constrained and Unconstrained Skills through First Grade

Non-Presenting Author

In Paper Symposium: Teacher Practices and Individual Student Experiences: Measuring Influences on Pre-Kindergarten through Third Grade Students
On Symposium Paper: Teacher-reported and Observed Instruction in Early Childhood: Which Measure Better Predicts Children’s Development?

Non-Presenting Author