Literaturnachweis - Detailanzeige
Autor/inn/en | Ansari, Arya; Zimmermann, Kathryn; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Yang, Qingqing; Ruzek, Erik A. |
---|---|
Titel | The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups |
Quelle | In: American Educational Research Journal, 60 (2023) 6, S.1139-1173 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ansari, Arya) ORCID (Pianta, Robert C.) ORCID (Ruzek, Erik A.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/00028312231195559 |
Schlagwörter | Preschool Children; Kindergarten; Grade 1; Public Schools; Socioeconomic Status; Social Emotional Learning; Language Skills; Low Income Students; Spanish Speaking; Academic Achievement; Executive Function; Classroom Environment; Program Effectiveness; Educational Quality; Teacher Student Relationship; Student Characteristics; Family Characteristics; English Language Learners; Virginia; Woodcock Johnson Tests of Achievement; Classroom Assessment Scoring System Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Language skill; Sprachkompetenz; Schulleistung; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic and executive function persisted through the end of first grade but were 75% to 80% smaller than at kindergarten entry. Kindergarten and first-grade classroom environments did not sustain pre-K benefits. Although the initial benefits of pre-K were larger for dual language learners and children in poverty relative to English speakers and low-income children, there were no differential benefits by the end of first grade. (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: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |