The Role of Planning Skills in the Income-Achievement Gap

Autor/inn/en	Crook, Stephen R.; Evans, Gary W.
Titel	The Role of Planning Skills in the Income-Achievement Gap
Quelle	In: Child Development, 85 (2014) 2, S.405-411 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12129
Schlagwörter	Achievement Gap; Income; Executive Function; Children; Planning; Child Development; Poverty; Mathematics Achievement; Reading Achievement; Grade 5; Grade 3; Intelligence Quotient; Early Experience; Longitudinal Studies + Suchen Sie Ihr Suchwort? Einkommen; Child; Kind; Kinder; Ablaufplanung; Planungsprozess; Kindesentwicklung; Armut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; Intelligenzquotient; Frühbeginn; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math, and reading achievement (n = 1,009). The ability to plan in Grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10