Each research team is conducting three complementary studies:
- A descriptive study of systems-level policies and practices that support early learning.
- A classroom observation study that identifies teaching practices and other malleable factors associated with children’s school readiness and achievement.
- A longitudinal study that identifies malleable factors associated with early learning and school achievement as children transition from preschool through grade 3.
Research teams are also contributing to a new technology-based observational tool, which is being developed at the University of California, Irvine.
P
reK and early elementary teachers will be able to use this tool to assess instruction, teacher-child interactions and classroom learning environments.