The Dog That Didn't Bark: Preschool Education and Middle-School Attitudes in Tulsa

Autor/inn/en	Phillips, Deborah A.; Anderson, Sara; Gormley, William T., Jr.
Titel	The Dog That Didn't Bark: Preschool Education and Middle-School Attitudes in Tulsa
Quelle	In: Applied Developmental Science, 22 (2018) 3, S.200-216 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2016.1263154
Schlagwörter	Correlation; Preschool Education; Middle School Students; Comparative Analysis; Statistical Analysis; Disadvantaged Youth; Goal Orientation; Personality Traits; Risk; Sexuality; Health Behavior; Outcomes of Education; Online Surveys; Factor Analysis; Regression (Statistics); Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Korrelation; Pre-school education; Vorschulerziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Statistische Analyse; Benachteiligter Jugendlicher; Zielorientierung; Zielvorstellung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Risiko; Sexualität; Health behaviour; Gesundheitsverhalten; Lernleistung; Schulerfolg; Faktorenanalyse; Regression; Regressionsanalyse
Abstract	To examine associations between participation in Tulsa's preschool programs and a set of middle-school attitudes, we used propensity score weighting to compare the Tulsa Public Schools (TPS) pre-K participants and, separately, the Community Action Project (CAP) Head Start participants to students who had attended neither TPS pre-K nor Head Start as 4-year olds. In the context of very few significant findings, positive associations were found between pre-K participation (in both the TPS pre-K and CAP Head Start programs) and the students' attitudes about grit as assessed with the goal-setting subscale. Head Start participation was also associated with more cautionary views of risky sexual behavior. The results are discussed with regard to prevailing hypotheses guiding research on long-term pre-K impacts, measurement challenges, and expectations of pre-K education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01