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

Principal Investigator(s):  View help for Principal Investigator(s) Katharina Kohl, Ruhr-Universität Bochum, Germany; Jessica A. Willard, Ruhr-Universität Bochum, Germany; Alexandru Agache, Ruhr-Universität Bochum, Germany; Lilly-Marlen Bihler, Ruhr-Universität Bochum, Germany; Birgit Leyendecker, Ruhr-Universität Bochum, Germany

Version:  View help for Version V1

Name File Type Size Last Modified
  Analyses_files_Mplus 06/21/2020 07:24:AM
Additional_data_Kohletal.txt text/plain 43.9 KB 06/21/2020 03:15:AM
Data access file_Kohletal.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 41.6 KB 06/21/2020 03:15:AM
RScript_Kohletal.R text/x-r-syntax 14.5 KB 06/21/2020 03:15:AM
Readme file_Kohletal.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 77.6 KB 06/21/2020 03:14:AM

Project Citation: 

Kohl, Katharina, Willard, Jessica A., Agache, Alexandru, Bihler, Lilly-Marlen, and Leyendecker, Birgit. Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2020-06-21. https://doi.org/10.3886/E120022V1

Project Description

Summary:  View help for Summary 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.



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V1 [2020-06-21]

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