Adapting early childhood education interventions to contexts: Lessons and challenges of using different evaluation designs

dc.creatorTrevino Villarreal, Juan Ernesto
dc.creatorGodoy Ossa, Felipe Andrés
dc.date.accessioned2024-06-11T16:40:44Z
dc.date.accessioned2024-07-17T23:10:39Z
dc.date.available2024-06-11T16:40:44Z
dc.date.available2024-07-17T23:10:39Z
dc.date.created2024-06-11T16:40:44Z
dc.date.issued2022
dc.identifier10.1016/j.stueduc.2022.101177
dc.identifier0191491X
dc.identifierSCOPUS_ID:85131564997
dc.identifierhttp://www.elsevier.com/locate/issn/0191491X
dc.identifierhttps://doi.org/10.1016/j.stueduc.2022.101177
dc.identifierhttps://repositorio.uc.cl/handle/11534/86729
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9510583
dc.description.abstract© 2022This paper analyzes the experience of three waves of implementation of UBC, an intervention to improve early childhood education quality in schools serving disadvantaged children in Chile. It delves on the notions of context as a primary source of information to adapt and improve educational programs in order to adjust to local needs. The results show that adapting to context improves both the quality of classroom interactions and child outcomes. The paper discusses the tensions between experimental and quasi-experimental methods in assessing these types of programs.
dc.languageen
dc.publisherElsevier Ltd
dc.relationStudies in Educational Evaluation
dc.rightsacceso restringido
dc.subjectContext adaptation of interventions
dc.subjectEarly childhood education quality
dc.subjectProgram assessment
dc.titleAdapting early childhood education interventions to contexts: Lessons and challenges of using different evaluation designs
dc.typeartículo


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