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Does Full Day Kindergarten Help Kids?:

Warburton, William P. ; Warburton, Rebecca N. ; Hertzman, Clyde
Canadian Public Policy / Analyse de Politiques. 38 (2012) 4 - p. 591-603 , 2012

Link: https://www.jstor.org/stable/41756771

RT Journal
T1 <Title>Does Full Day Kindergarten Help Kids?</Title>

UL https://suche.suub.uni-bremen.de/peid=jstor-41756771&Exemplar=1&LAN=DE
				
A1 Warburton, William P.
A1 Warburton, Rebecca N.
A1 Hertzman, Clyde
PB University of Toronto Press
YR 2012
SN 0317-0861
SN 1911-9917
K1 Education
K1 Formal education
K1 Pedagogy
K1 Grade levels
K1 Early childhood education
K1 Preschool education
K1 Kindergarten education
K1 Grade 4
K1 Grade 10
K1 Academic communities
K1 Students
K1 Elementary school students
K1 Academic education
K1 Academic achievement
K1 Academic accomplishments
K1 Educational attainment
K1 Behavioral sciences
K1 Psychology
K1 Applied psychology
K1 Educational psychology
K1 Academic aptitude
K1 Mathematical aptitude
K1 Numeracy
K1 Health sciences
K1 Medical conditions
K1 Disabilities
K1 Political science
K1 Government
K1 Public administration
K1 Public policy
K1 Social sciences
K1 Population studies
K1 Censuses
K1 Census divisions
K1 Census tracts
K1 Mathematics
K1 Applied mathematics
K1 Statistics
K1 Applied statistics
K1 Descriptive statistics
K1 Statistical distributions
K1 Normal distribution curve
K1 Standard deviation
JF Canadian Public Policy / Analyse de Politiques
VO 38
IS 4
SP 591
OP 603
LK http://dx.doi.org/https://www.jstor.org/stable/41756771
DO https://www.jstor.org/stable/41756771
SF ELIB - SuUB Bremen

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