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Formal versus Informal Pre-kindergarten and School Readiness for Children of Immigrant Families:

Dr. Michael Gottfried, Assistant Professor, Department of Education, University of California, Santa Barbara
  • Formal versus Informal Pre-kindergarten and School Readiness for Children of Immigrant Families:
  • 2015-02-26T12:00:00-08:00
  • 2015-02-26T13:00:00-08:00
  • Dr. Michael Gottfried, Assistant Professor, Department of Education, University of California, Santa Barbara
When
Feb 26, 2015 from 12:00 PM to 01:00 PM (America/Los_Angeles / UTC-800)
Where
1130 K Street, Room LL3
Contact Name
Contact Phone
916-445-5100
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UCCS Bacon Public Lectureship
with
Michael Gottfried
University of California, Santa Barbara


Formal versus Informal Prekindergarten and School Readiness for Children of Immigrant Families: A Review of Evidence from the U.S.


Given that many children from immigrant families start school at a disadvantage relative to native-born children, researchers, policy makers, and practitioners have inquired into which prekindergarten alternatives might be most effective at boosting school readiness for this group of children. Professor Gottfried’s lecture will cover those research studies that have examined the effects of formal versus informal prekindergarten alternatives in the year before entering school on both academic and socioemotional measures of school readiness for children in immigrant families.
Michael Gottfried is an Assistant Professor in the Department of Education. Dr. Gottfried’s research focuses on the economics of education and education policy. Using the analytic tools from these disciplines, he has examined issues pertaining to peer effects, classroom context, and STEM. His research extends across the K-16 pipeline. Dr. Gottfried has published numerous articles in these areas, with multiple publications in Educational Evaluation and Policy Analysis, American Educational Research Journal, Teachers College Record, American Journal of Education, Journal of Educational Research, and Elementary School Journal, among others. He is/has been the Principal Investigator on multiple funded research grants from the National Science Foundation, National Institutes of Health (NICHD), American Educational Re-search Association, and the Haynes Foundation. He has won mul-tiple scholarly awards for his research, including the Outstanding Publication in Methodology Award in both 2010 and in 2012 given by AERA Division H and the Highest Reviewed Paper Award in 2013 given by AERA SIG: School Effectiveness and School Improvement.

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