Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning

Autor/inn/en	Hunter, Leah J.; Bierman, Karen L.; Hall, Cristin M.
Titel	Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning
Quelle	In: Early Education and Development, 29 (2018) 8, S.1081-1094 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunter, Leah J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1495472
Schlagwörter	School Readiness; Social Development; Emotional Development; Early Intervention; At Risk Students; Behavior Problems; Student Behavior; Peer Relationship; Kindergarten; Grade 1; Preschool Education; Preschool Teachers; Children; Pennsylvania; Woodcock Johnson Tests of Achievement; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; Peer-Beziehungen; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Child; Kind; Kinder
Abstract	Research Findings: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher-rated social-emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social-emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01