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Autor/inn/en | Miller, Portia; Votruba-Drzal, Elizabeth; Setodji, Claude Messan |
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Titel | Family Income and Early Achievement across the Urban-Rural Continuum |
Quelle | In: Developmental Psychology, 49 (2013) 8, S.1452-1465 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/a0030244 |
Schlagwörter | Family Income; Child Development; Early Childhood Education; Longitudinal Studies; Cohort Analysis; Rural Urban Differences; Academic Achievement; Early Experience; Early Reading; Reading Achievement; Mathematics Achievement; Mixed Methods Research; Achievement Gap; Student Characteristics; Family Characteristics; Data Analysis; Least Squares Statistics; Educational Environment; Poverty; Geographic Location; Cognitive Ability; Early Childhood Longitudinal Survey Familieneinkommen; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Stadt-Land-Beziehung; Schulleistung; Frühbeginn; Frühlesen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Armut; Denkfähigkeit |
Abstract | Rural and suburban children account for the majority of poor children in the United States. Yet, most research examining poverty's associations with child development is focused on urban samples. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ˜ 6,600), this study examines whether the form and magnitude of income's relationship with early achievement differ across the urban-rural continuum. Results suggest that there are urbanicity-related differences in the functional form of the association between income and early achievement, with nonlinear associations in urban and suburban areas and a linear relationship in rural areas. The magnitude of the association between income and early reading and math skills also differs across the urban-rural continuum, such that income increases are related to the greatest improvements in early academic skills in large urban areas and only slight improvements in rural areas. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |