Children's Outcomes and Classroom Quality from Pre-K through Kindergarten: Findings from Year 2 of Georgia's Pre-K Longitudinal Study. Executive Summary

Autor/inn/en	Peisner-Feinberg, Ellen S.; Garwood, Justin D.; Mokrova, Irina L.
Institution	University of North Carolina at Chapel Hill, FPG Child Development Institute
Titel	Children's Outcomes and Classroom Quality from Pre-K through Kindergarten: Findings from Year 2 of Georgia's Pre-K Longitudinal Study. Executive Summary
Quelle	(2016), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; Early Childhood Education; Preschool Education; Kindergarten; School Readiness; Educational Quality; Outcomes of Education; Preschool Children; Academic Achievement; Knowledge Level; Student Behavior; Student Characteristics; Preschool Teachers; Teacher Student Relationship; Classroom Environment; Achievement Gains; Intellectual Disciplines; Interpersonal Competence; Spanish Speaking; English Language Learners; Language Proficiency; Predictor Variables; Georgia; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Schulleistung; Wissensbasis; Student behaviour; Schülerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Achievement gain; Leistungssteigerung; Geisteswissenschaften; Interpersonale Kompetenz; Language skill; Language skills; Sprachkompetenz; Prädiktor
Abstract	This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia's Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children's skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations of teacher-child instructional interactions in the pre-k classrooms and in a sample of kindergarten classrooms attended by children in the study. [For the full report "Children's Outcomes and Classroom Quality from Pre-K through Kindergarten: Findings from Year 2 of Georgia's Pre-K Longitudinal Study," see ED588044.] (ERIC).
Anmerkungen	FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01