Achievement and Self-Regulation in Pre-Kindergarten Classrooms: Effects of the Tools of the Mind Curriculum

Autor/inn/en	Farran, Dale C.; Wilson, Sandra Jo
Institution	Vanderbilt University, Peabody Research Institute (PRI)
Titel	Achievement and Self-Regulation in Pre-Kindergarten Classrooms: Effects of the Tools of the Mind Curriculum
Quelle	(2014), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Randomized Controlled Trials; Spelling; Phoneme Grapheme Correspondence; Metacognition; Preschool Children; Preschool Curriculum; Teacher Attitudes; Student Evaluation; Scores; Grade 1; Elementary School Students; Number Concepts; Academic Achievement; Self Control; School Readiness; Curriculum Implementation; Outcomes of Education + Suchen Sie Ihr Suchwort? Schreibweise; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerverhalten; Schulnote; Studentische Bewertung; School year 01; 1. Schuljahr; Schuljahr 01; Number concept; Zahlbegriff; Schulleistung; Selbstbeherrschung; Readiness for school; School ability; Schulreife; Lernleistung; Schulerfolg
Abstract	Results from a cluster randomized trial of the impact of the Tools of the Mind pre-kindergarten curriculum on preschoolers' achievement, self-regulation, and social behavior are reported. Sixty classrooms with four-year-old children (N=877) were assigned to implement either the Tools curriculum (N=32 classrooms; 498 children) or the usual pre-k curriculum (N=28 classrooms; 379 children). In spite of fairly high implementation fidelity, Tools did not produce significant gains on assessments of achievement, self-regulation, or teacher ratings at the end of pre-k. Negative effects were found on Letter Word Identification, Quantitative Concepts, and Corsi Backward Span in kindergarten and on Spelling, Copy Design, and the composite self-regulation score in 1st grade. Several reasons for these unexpected findings are explored. (As Provided).
Anmerkungen	Peabody Research Institute. 230 Appleton Place, PMB 0181, Nashville, TN 37203. Tel: 615-322-8540; Fax: 615-322-0293; Web site: http://peabody.vanderbilt.edu/research/pri
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01