This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Van Horn, M. L. Articles by Ramey, S. L. Search for Related Content Social Bookmarking                   What's this?

The Effects of Developmentally Appropriate Practices on Academic Outcomes Among Former Head Start Students and Classmates, Grades 1–3

University of Washington

Sharon L. Ramey

Georgetown University

The educational ideology of Developmentally Appropriate Practices (DAP) in childhood education is influential, despite remarkably little empirical study. This article relates DAP to changes in achievement and receptive language among former Head Start children and classmates in Grades 1–3 (including between 1,564 and 4,764 children in 869 to 1,537 classrooms). The authors applied multilevel growth curve modeling techniques to estimate overall DAP effects and to examine possible interactions with sex, ethnicity, grade, and poverty. The results were consistent across years, with only a few significant effects of DAP, some positive and others negative. Collectively, the results indicate that DAP as observed in classrooms accounts for little or no variation in children’s academic performance. The article details the methodological and theoretical implications for future inquiry.

Key Words: Developmentally Appropriate Practices • multilevel models • outcome analyses • teaching style

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				H. Luyten, J. Peschar, and R. Coe Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England American Educational Research Journal, June 1, 2008; 45(2): 319 - 342. [Abstract] [Full Text] [PDF]

				T. Seidel and R. J. Shavelson Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results Review of Educational Research, December 1, 2007; 77(4): 454 - 499. [Abstract] [Full Text] [PDF]