@article{ref1,
title="Differential effects of three preschool models on inner-city 4-year-olds",
journal="Early childhood research quarterly",
year="1992",
author="Marcon, Rebecca A.",
volume="7",
number="4",
pages="517-530",
abstract="A cluster analysis identified three different preschool models operating in a large, urban school district. The social, motor, language, and adaptive development of 295 four-year-olds randomly selected from these models was compared along with mastery of basic skills. Results indicated that children in the &quot;in-between&quot; model did significantly worse on all measures except daily living skills than did children in the child-initiated model or those in the teacher-directed academic model. Children in the child-initiated model demonstrated the greatest mastery of basic skills. As a group these children did even better than those in programs where academics were emphasized and skills were taught. Implications for educational policy makers are discussed.<p />",
language="",
issn="0885-2006",
doi="10.1016/0885-2006(92)90060-C",
url="http://dx.doi.org/10.1016/0885-2006(92)90060-C"
}