The Effects of Developmentally Appropriate Practices on Academic Outcomes among Former Head Start Students and Classmates, Grades 1-3

Autor/inn/en	Van Horn, M. Lee; Ramey, Sharon L.
Titel	The Effects of Developmentally Appropriate Practices on Academic Outcomes among Former Head Start Students and Classmates, Grades 1-3
Quelle	In: American Educational Research Journal, 40 (2003) 4, S.961-990 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312040004961
Schlagwörter	Disadvantaged Youth; Preschool Children; Developmentally Appropriate Practices; Receptive Language; Primary Education; Academic Achievement; Sex; Ethnicity; Poverty + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsbezogene Bildung; Rezeptive Kommunikationsfähigkeit; Primarbereich; Schulleistung; Geschlecht; Geschlechtsverkehr; Ethnizität; Armut
Abstract	The educational ideology of Developmentally Appropriate Practices (DAP) in childhood education is influential, despite remarkably little empirical study. This article relates DAP to changes in achievement and receptive language among former Head Start children and classmates in Grades 1-3 (including between 1,564 and 4,764 children in 869 to 1,537 classrooms). The authors applied multilevel growth curve modeling techniques to estimate overall DAP effects and to examine possible interactions with sex, ethnicity, grade, and poverty. The results were consistent across years, with only a few significant effects of DAP, some positive and others negative. Collectively, the results indicate that DAP as observed in classrooms accounts for little or no variation in children's academic performance. The article details the methodological and theoretical implications for future inquiry. (Contains 9 tables, 2 figures and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10