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Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary

Version
1
Resource Type
Dataset
Creator
  • Kohl, Katharina (Ruhr-Universität Bochum, Germany)
  • Willard, Jessica A. (Ruhr-Universität Bochum, Germany)
  • Agache, Alexandru (Ruhr-Universität Bochum, Germany)
  • Bihler, Lilly-Marlen (Ruhr-Universität Bochum, Germany)
  • Leyendecker, Birgit (Ruhr-Universität Bochum, Germany)
Publication Date
2020-06-21
Description
  • Abstract

    The study examined independent and interactive links among three central characteristics of children’s experiences in early childhood education and care and the German receptive vocabulary of single language learners and dual language learners.
Availability
Download
Relations
  • Is cited by
    DOI: 10.1177/2332858419832513 (Text)
Publications
  • Kohl, Katharina, Jessica A. Willard, Alexandru Agache, Lilly-Marlen Bihler, and Birgit Leyendecker. “Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary.” AERA Open 5, no. 1 (January 2019): 233285841983251. https://doi.org/10.1177/2332858419832513.
    • ID: 10.1177/2332858419832513 (DOI)

Update Metadata: 2020-06-21 | Issue Number: 1 | Registration Date: 2020-06-21

Kohl, Katharina; Willard, Jessica A.; Agache, Alexandru; Bihler, Lilly-Marlen; Leyendecker, Birgit (2020): Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E120022V1