Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten

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Resource type
Report
Authors/contributors
Title
Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten
Abstract
Recent studies have shown that texting-based interventions can produce educational benefits in children across a range of ages. These studies vary in their focus from broad curricula on child development, to reminders about missing work, to steps needed in order to enroll in college. Given the potential effectiveness of texting, as well as the ease of systematically varying
Date
Mon, 2017-05-01 00:00
Language
en
Short Title
Supporting Parenting through Differentiated and Personalized Text-Messaging
URL
https://cepa.stanford.edu/content/supporting-parenting-through-differentiated-and-personalized-text-messaging-testing-effects-learning-during-kindergarten
Accessed
06/04/2021, 18:08
Library Catalogue
cepa.stanford.edu
Citation
Doss, C., Fahle, E., Loeb, S., & York, B. (2017). Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten. https://cepa.stanford.edu/content/supporting-parenting-through-differentiated-and-personalized-text-messaging-testing-effects-learning-during-kindergarten
Link to this record
https://docs.edtechhub.org/lib/WL2K529Q
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