In reference to Nesbitt, K. T., & Farran, D. C. (2021). Effects of prekindergarten curricula: Tools of the Mind as a case study. Monographs of the Society for Research in Child Development, 86(1). https://doi.org/10.1111/mono.12425
Page 8 of the abstract has been corrected to provide more detail about the sociocultural context of the research. The section of the abstract that originally read:
The methodology of the 4‐year longitudinal cluster randomized control trial is described in detail. We provide comprehensive information about recruitment, randomization of treatment condition, child assessment instrumentation and procedures, as well as observational assessments, including fidelity of implementation and teacher and child classroom behaviors.
has been replaced by the following:
The 4‐year longitudinal cluster randomized control trial was conducted between 2009 and 2013. During the 2009–2010 school year, certified Tools trainers conducted workshops for teachers who had been assigned to teach the prekindergarten Tools curriculum. The curriculum for Tools and the activities for business‐as‐usual conditions were delivered during the 2010–2011 school year; various outcome data were collected while children were in prekindergarten, kindergarten, and first grade (2010–2013). Chapter II of the Monograph contains comprehensive information about the sociocultural context and methods of the study, including information about school districts, recruitment, randomization of treatment condition, participant numbers, demographics, and child‐assessment procedures. Chapter III details methodology used to assess fidelity of implementation; Chapter IV explains how teachers’ and children's classroom behaviors were observed. Data from this study are compared to findings from evaluations of Tools published through 2020.