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Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development


by Gregory Camilli, Sadako Vargas, Sharon Ryan & W. Steven Barnett — 2010


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Cite This Article as: Teachers College Record Volume 112 Number 3, 2010, p. 579-620
http://www.tcrecord.org ID Number: 15440, Date Accessed: 9/21/2014 12:04:04 AM
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About the Author
  • Gregory Camilli
    Rutgers, The State University of New Jersey
    E-mail Author
    GREGORY CAMILLI is Professor of Educational Statistics and Measurement in the Graduate School of Education at Rutgers, The State University of New Jersey. His current research interests include meta-analysis, educational effectiveness, differential item functioning, and affirmative action in law school admission. His publications include Summarizing Item Difficulty Variation With Parcel Scores (Camilli, Prowker, Dossey, Lindquist, Chiu, Vargas, & de la Torre, forthcoming); Illustration of a Multilevel Model for Meta-Analysis (de la Torre, Camilli, Vargas, & Vernon, 2007); and Handbook of Complementary Methods in Education Research (Green, Camilli, & Elmore, 2006).
  • Sadako Vargas
    Rutgers, The State University of New Jersey
    E-mail Author
    SADAKO VARGAS is Research Associate in the Graduate School of Education at Rutgers, The State University of New Jersey. Her research interests meta-analysis and the effectiveness of occupational therapy. Her publications include A Meta-Analysis of Research on Sensory Integration Therapy(Vargas & Camilli, 1999); The Origin of the National Reading Panel: A Response to “Effects of Systematic Phonics Instruction Are Practically Significant” (Camilli, Kim, & Vargas, forthcoming); and Teaching Children to Read: The Fragile Link Between Science and Federal Education Policy (Camilli, Vargas, & Yurecko, 2003).
  • Sharon Ryan
    Rutgers, The State University of New Jersey
    SHARON RYAN is Associate Professor of Early Childhood and Elementary Education in the Graduate School of Education at Rutgers, The State University of New Jersey. Her research focuses on early childhood teacher education, curriculum, and policy. Her publications include Creating an Effective System of Teacher Preparation and Professional Development: Conversations with Stakeholders (Lobman & Ryan, 2008) and the newly published report, Partnering for Preschool: A Study of Center Directors in New Jersey’s Mixed Delivery Abbott Programs (Whitebook, Ryan, Kipnis, & Sakai, 2008).
  • W. Steven Barnett
    Rutgers, The State University of New Jersey
    E-mail Author
    W. STEVEN BARNETT is Board of Governors Professor and Director of the National Institute for Early Education Research (NIEER) at Rutgers University. His research includes studies of the economics of early care and education, including costs and benefits, the long-term effects of preschool programs on children’s learning and development, and the distribution of educational opportunities. His publications include The State of Preschool 2007: State Preschool Yearbook (Barnett, Hustedt, Friedman, Boyd, & Ainsworth, 2007); Boundaries With Early Childhood Education: The Influence of Early Childhood Policies on Elementary and Secondary Education (Barnett & Ackerman, 2007); and Early Childhood Program Design and Economic Returns: Comparative Benefit-Cost Analysis of the Abecedarian Program and Policy Implications (Barnett & Masse, 2007).
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