Giulia Di Teodoro, Martin Pirkl, Francesca Incardona, Ilaria Vicenti, Anders Sönnerborg, Rolf Kaiser, Laura Palagi, Maurizio Zazzi, Thomas Lengauer
Incorporating temporal dynamics of mutations to enhance the prediction capability of antiretroviral therapy's outcome for HIV-1
Bioinformatics (Oxford, England)
monograph addresses hypotheses preschool children benefit strongly early care education ece threshold quality specific quality features andor longer duration issues pivotal recent policies designed improve quality ece especially children lowincome families evidence quality thresholds ece quality stronger impacts settings moderate high levels quality settings low quality would inform policy initiatives monetary incentives consequences allocated ece settings based level quality evidence specific features quality quality teacherchild interactions literacy mathematics instruction predictors gains child outcomes could help inform quality improvement efforts evidence time spent centerbased ece instruction specific content areas predict larger gains among preschoolers could useful designing public preschool programs head start prekindergarten secondary data analyses eight large studies preschool children centerbased ece conducted analyses focused quality thresholds quality features examined extent three types quality measures predicted gains childrens language literacy mathematics social skills measures comprised 1 global quality measures provide overall global rating quality focusing interactions well physical features environment activities routines 2 interactionspecific measures focus depth quality interactions teachers children respect instructional emotional support 3 domainspecific measures focus quality instruction stimulation specific content areas early language literacy goal provide replicated analyses data several projects order address question multilevel analyses controlled entry skills conducted results combined using metaanalysis nonlinear nonparametric analyses propensity score analyses respect thresholds analyses suggest increases quality instruction related larger gains language literacy outcomes higher quality classrooms results point stronger associations quality child outcomes higher versus lower quality classrooms measures instructional quality teacherchild interactions quality specific activities thought promote early literacy teaching phonemic skills book reading addition items focusing quality interactions global measure also predicted acquisition language social skills higher lower quality classrooms respect quality features interactionspecific especially domainspecific measures quality remained significant predictors child outcomes whereas global measures quality never significant positive predictors global specific measures quality included simultaneously analyses thus consistent evidence specific measures quality better predictors child outcomes respect dosage several approaches used operationalizing cumulative current dosage childrens exposure ece propensity score analyses included baseline scores outcomes control selection larger dosages suggested children two opposed one year head start stronger vocabulary literacy skills immediately upon exit head start end kindergarten fewer absences observed time spent instruction associated stronger gains literacy mathematics skills finally findings revealed time spent instruction classrooms higher overall quality particularly important development mathematics skills replicated evidence quality quantity interactions emerged