Evaluating Full Day Kindergarten – Is It Associated with Improved Short- And Long-Term Education Outcomes Among Metis Children?

Introduction Early education outcomes influence children’s educational trajectories with long-term effects extending into adulthood. Aboriginal peoples face numerous systemic barriers to academic success. It remains unknown if full-day kindergarten (FDK) is associated with improved academic outcomes...

Полное описание

Библиографические подробности

Главные авторы:	Nathan C Nickel, Julianne Sanguins, Joykrishna Sarkar, Jennifer Enns, Shannon Struck, Mariette Chartier, Elaine Burland, Farzana Quddus, Aynslie Hinds, Dan Chateau, A Frances Chartrand, Marni Brownell
Формат:	Artigo
Язык:	Inglês
Опубликовано:	Swansea University 2020-12-01
Серии:	International Journal of Population Data Science
Online-ссылка:	https://ijpds.org/article/view/1647
Метки:	Добавить метку Нет меток, Требуется 1-ая метка записи!