Early Disparities in Mathematics Gains among Poor and Non-Poor Children: Examining the Role of Behavioral Engagement in Learning

Autor/in	Robinson, Keith
Titel	Early Disparities in Mathematics Gains among Poor and Non-Poor Children: Examining the Role of Behavioral Engagement in Learning
Quelle	In: Elementary School Journal, 114 (2013) 1, S.22-47 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/670737
Schlagwörter	Poverty; Mathematics Achievement; Achievement Gains; Learner Engagement; Kindergarten; Socioeconomic Status; Attention; Time on Task; Comparative Analysis; Teacher Attitudes; Social Bias; Student Characteristics; Family Characteristics; Classroom Environment; Correlation; Item Response Theory; Regression (Statistics); Longitudinal Studies; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Armut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Socio-economic status; Sozioökonomischer Status; Aufmerksamkeit; Zeitaufwand; Lehrerverhalten; Klassenklima; Unterrichtsklima; Korrelation; Item-Response-Theorie; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results show that accounting for teachers' reports of non-poor students' higher behavioral engagement (e.g., attentiveness, task persistence) explains the disparity in mathematics gains between poor and non-poor students over kindergarten. Furthermore, results suggest that exposing poor and low-income students to higher classroom behavioral engagement could play a substantial role in equalizing mathematics gains. Given these findings, strategies designed at narrowing economic disparities in early mathematics achievement should take into consideration the impact of behavioral engagement at the intrapersonal and contextual levels. (Contains 3 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10