Trends in the Relationships between Early Learning Activities, Parental Education, and Child Performance (PIRLS [Progress in International Reading Literacy Study], TIMSS [Trends in International Mathematics and Science Study])

Autor/inn/en	Meinck, Sabine; Stancel-Piatak, Agnes; Eraydin, Ipek
Titel	Trends in the Relationships between Early Learning Activities, Parental Education, and Child Performance (PIRLS [Progress in International Reading Literacy Study], TIMSS [Trends in International Mathematics and Science Study])
Quelle	(2017), (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Foreign Countries; Reading Achievement; Reading Tests; Grade 4; International Assessment; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Emergent Literacy; Correlation; Learning Activities; Numeracy; Educational Attainment; Parent Background; Statistical Data; Tables (Data); Trend Analysis; Academic Achievement; Comparative Analysis; Scores; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Leseleistung; Lesetest; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Frühleseunterricht; Korrelation; Lernaktivität; Rechenkompetenz; Bildungsabschluss; Bildungsgut; Elternhaus; Tabelle; Trendanalyse; Schulleistung
Abstract	The acquisition of early literacy skills prior to school can positively influence later educational outcomes. However, children from culturally and economically disadvantaged backgrounds often lack stimulating educational activities at home. This analysis provides empirical evidence for 31 education systems on the association between parental education and early learning activities as well as on the positive contribution of early learning activities to later achievement of students. It contributes to the literature by adding a cross-national perspective on trends in these relationships. Using data from TIMSS 2011 and 2015 (Trends in Mathematics and Science Study) the trend analysis considers two different subjects, science and mathematics. Furthermore, the results are compared with analysis of the reading achievement score from PIRLS 2011 (Progress in International Reading Literacy Study). The findings indicate that provisions to enhance engagement of parents in early learning activities can help to prepare the grounds of good schooling results and hold the potential to reduce the inequality gaps of students from disadvantaged backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01