Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?

Autor/inn/en	Li-Grining, Christine; Haas, Kelly
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Control Groups; School Readiness; Intervention; Structural Equation Models; Kindergarten; Mathematics Skills; Followup Studies; Grade 1; Early Childhood Education; Preschool Children; Preschool Education; Mental Health; Medical Services; Teacher Behavior; Federal Programs; Disadvantaged Youth; Low Income; Illinois + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Follow-up studies; Kontaktstudium; School year 01; 1. Schuljahr; Schuljahr 01; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychohygiene; Arzt; Teacher behaviour; Lehrerverhalten; Benachteiligter Jugendlicher; Niedriglohn
Abstract	The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three research questions: (1) Did children in the CSRP control group have lower academic ratings in first grade, when compared to the children who were randomly assigned to receive the CSRP intervention? (2) Were potential treatment impacts on first graders' academic skills dampened when children's ATL were added as a covariate? (3) Was there a direct impact on first graders' ATL? The authors estimate hierarchical linear models (HLM) to take into account the nested design of CSRP, as well as structural equation modeling (SEM) to test for mediation. In sum, preliminary evidence of CSRP impact on children's language, literacy, and math skills in kindergarten so far does not hold in more conservative models. Moreover, there was no preliminary evidence of CSRP impact on children's approaches to learning in kindergarten. Interestingly, preliminary evidence of child, family, and classroom characteristics in preschool as predictive of kindergarten outcomes. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10