Multidimensionality of Teachers' Graded Responses for Preschoolers' Stylistic Learning Behavior: The Learning-to-Learn Scales

Autor/inn/en	McDermott, Paul A.; Fantuzzo, John W.; Warley, Heather P.; Waterman, Clare; Angelo, Lauren E.; Gadsden, Vivian L.; Sekino, Yumiko
Titel	Multidimensionality of Teachers' Graded Responses for Preschoolers' Stylistic Learning Behavior: The Learning-to-Learn Scales
Quelle	In: Educational and Psychological Measurement, 71 (2011) 1, S.148-169 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164410387351
Schlagwörter	Preschool Children; Measures (Individuals); Factor Analysis; Learning; Factor Structure; Item Response Theory; Pennsylvania + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Faktorenanalyse; Lernen; Faktorenstruktur; Item-Response-Theorie
Abstract	Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to mitigate these shortcomings. Exploratory factoring of teachers' ordered categorical ratings of 1,000 Head Start children uncovered seven dimensions: Strategic Planning, Effectiveness Motivation, Interpersonal Responsiveness in Learning, Vocal Engagement in Learning, Sustained Focus in Learning, Acceptance of Novelty and Risk, and Group Learning. Confirmatory analysis with an independent sample of 980 children supported the dimensionality, and full-information bifactor analyses revealed coexisting general and specific dimensions. Multilevel longitudinal study of item response theory--derived scores highlighted growth sensitivity, and multilevel logistic modeling indicated that the phenomena underlying Learning-to-Learn Scales dimensions afford substantial protective agency against future deficits in cognitive achievement. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10