Classroom Age Composition and Developmental Change in 70 Urban Preschool Classrooms

Autor/inn/en	Moller, Arlen C.; Forbes-Jones, Emma; Hightower, A. Dirk
Titel	Classroom Age Composition and Developmental Change in 70 Urban Preschool Classrooms
Quelle	In: Journal of Educational Psychology, 100 (2008) 4, S.741-753 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Class Size; Early Childhood Education; Academic Achievement; Urban Schools; Age Differences; Preschool Children; Correlation; Classroom Environment; Socioeconomic Status; Socioeconomic Influences; Gender Differences; Developmental Stages; Child Development + Suchen Sie Ihr Suchwort? Klassengröße; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Age; Difference; Age difference; Altersunterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Klassenklima; Unterrichtsklima; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Geschlechterkonflikt; Kindesentwicklung
Abstract	A multilevel modeling approach was used to investigate the influence of age composition in 70 urban preschool classrooms. A series of hierarchical linear models demonstrated that greater variance in classroom age composition was negatively related to development on the Child Observation Record (COR) Cognitive, Motor, and Social subscales. This was true when controlling for class size, general classroom quality, and socioeconomic status at the classroom level and for age, gender, and baseline ability at the child level. Additionally, to address possible concerns related to nonrandom assignment to classrooms, a series of models were run including variance in developmental age (i.e., baseline ability) at the classroom level and at the child level. The results were consistent for chronological age composition and developmental age composition at the classroom level; greater variance in classroom developmental age composition was negatively related to Time 2 scores on the COR Cognitive, Motor, and Social subscales. Furthermore, a cross-level interaction indicated that negative influence of greater variance in classroom developmental age composition was stronger for children older in developmental age. Implications for early childhood education policy are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10