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We inaugurate our tenure as editors with this issue of the Journal. The first article by Anne Hafner was accepted under Hilda Borko's editorship. We would like to acknowledge Professor Borko's efforts on behalf of this issue and to thank her for expanding the scope (and length) of articles on Teaching, Learn ing, and Human Development throughout her term. She has set high standards for editing, which we hope to continue over the next 3 years. We would like also to characterize briefly the manuscripts that constitute the remainder of our section. Each article investigates the effects of a field-based intervention on a variety of educational outcomes, in settings ranging from prekindergarten to university levels. The first four articles describe exceptionally promising interventions for assisting at-risk students. Neuman and Roskos used both quantitative and qualitative approaches to investigate the effects of adult mediation and literacy-enriched play settings on early literacy behaviors of preschoolers living in poverty. The findings are especially important in that they demonstrate both the need for explicit adult involvement in the facilitation of young children's language and literacy develop ment and the opportunity for parents, in the authors' words, "to assert their responsibility and right as
American Educational Research Journal – SAGE
Published: Jun 23, 2016
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