Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning

Autor/inn/en	Bustamante, Andres S.; Hindman, Annemarie H.
Titel	Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning
Quelle	In: Early Education and Development, 30 (2019) 1, S.19-35 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bustamante, Andres S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1540249
Schlagwörter	School Readiness; Early Intervention; At Risk Students; Educational Quality; Predictor Variables; Program Effectiveness; Teaching Methods; Disadvantaged Youth; Verbal Ability; Vocabulary; Woodcock Johnson Tests of Achievement; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Quality of education; Bildungsqualität; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Benachteiligter Jugendlicher; Mündliche Leistung; Wortschatz
Abstract	This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research Findings: Classroom quality did not directly predict gains in academic school readiness across the Head Start school year (ß = -0.009, p = 0.844). However, classroom quality did predict gains in teacher-rated approaches to learning (ß = 0.151, p = 0.040), which in turn predicted gains in academic school readiness (ß = 0.105, p < 0.001), and there was a significant indirect effect of classroom quality on academic school readiness through approaches to learning (ß = 0.016, p = 0.049). Although associations were generally small, this pattern of results suggests that approaches to learning may facilitate the relationships between classroom quality and academic school readiness. Practice or Policy: Educators should make targeted efforts to boost children's approaches to learning as it may represent an important lever for academic success. In a society increasingly focused on high-stakes testing, we must not lose sight of the importance of domain-general skills that can help children achieve school and life success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01