A Type of Parental Involvement with an Isomorphic Effect on Urban Children's Mathematics, Reading, Science, and Social Studies Achievement at Kindergarten Entry

Autor/inn/en	Stylianides, Andreas J.; Stylianides, Gabriel J.
Titel	A Type of Parental Involvement with an Isomorphic Effect on Urban Children's Mathematics, Reading, Science, and Social Studies Achievement at Kindergarten Entry
Quelle	In: Urban Education, 46 (2011) 3, S.408-425 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085910377605
Schlagwörter	Parent Participation; Parent Child Relationship; Kindergarten; Urban Youth; Preschool Children; Parent Influence; Mathematics Achievement; Reading Achievement; Science Achievement; Social Studies; Individual Characteristics; Family Characteristics; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Gemeinschaftskunde; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Research showed that children's school-entry academic skills are strong predictors of their later achievement, thereby highlighting the importance of children's achievement at kindergarten entry. This article defines a particular type of parental involvement in children's education and uses a representative sample of American urban kindergarteners to examine its effect on urban children's mathematics, reading, science, and social studies achievement at kindergarten entry. The findings in this article are isomorphic in the different subject areas and show that children with more access to this particular type of parental involvement tend to have higher academic achievement than their peers. (Contains 6 notes and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10