Measuring More: Schools, Teachers, and the Development of Kindergartners Executive Function Skills

Autor/in	Little, Michael H.
Titel	Measuring More: Schools, Teachers, and the Development of Kindergartners Executive Function Skills
Quelle	In: AERA Open, 2 (2016) 3, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Kindergarten; Executive Function; Academic Achievement; Public Schools; Correlation; Skill Development; Neurosciences; Teacher Effectiveness; Educational Policy; School Effectiveness; Value Added Models; Children; Longitudinal Studies; Surveys; Achievement Tests; Mathematics Achievement; Parent Attitudes; Reading Achievement; Socioeconomic Status; Early Childhood Longitudinal Survey; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Schulleistung; Public school; Öffentliche Schule; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Schuleffizienz; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternverhalten; Leseleistung; Socio-economic status; Sozioökonomischer Status
Abstract	Despite growing interest in the importance of nonacademic skills for student success, very few studies have examined the extent to which schools and teachers are associated with gains in these outcomes. This descriptive study adds to the nascent literature by examining the amount of school- and teacher-associated variation in kindergarten students' executive function (EF) skill gains. Leveraging direct EF assessment data from a nationally representative sample of 10,800 public school kindergarteners, the analysis reveals no variation in EF gains among teachers within schools but substantial variation across schools. Additionally, it shows that school-associated variation in EF and academic achievement are weakly correlated, suggesting that some schools are associated with increases in student achievement but not with EF skills and vice versa. (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	2020/1/01