Is Pre-K Classroom Quality Associated with Kindergarten and Middle-School Academic Skills?

Autor/inn/en	Anderson, Sara; Phillips, Deborah
Titel	Is Pre-K Classroom Quality Associated with Kindergarten and Middle-School Academic Skills?
Quelle	In: Developmental Psychology, 53 (2017) 6, S.1063-1078 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000312
Schlagwörter	Preschool Education; Kindergarten; Preschool Children; Young Children; Middle School Students; Longitudinal Studies; Path Analysis; Gender Differences; Mathematics Achievement; Literacy; Socioeconomic Status; Attention; Mathematics Skills; Achievement Tests; Classroom Environment; Educational Quality; Classroom Observation Techniques; Statistical Analysis; Oklahoma (Tulsa); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Frühe Kindheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pfadanalyse; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Socio-economic status; Sozioökonomischer Status; Aufmerksamkeit; Mathematics ability; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Statistische Analyse
Abstract	We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in quality-outcome associations. Both Instructional and Emotional Support in pre-K classrooms, but not Classroom Management, assessed with the Classroom Assessment Scoring System (CLASS), were associated with kindergarten academic skills and, modestly indirectly associated through these immediate impacts, to middle-school test scores. Linear associations were found for Instructional Support whereas nonlinear patterns of association were evident for Emotional Support. Gender and income differences characterized Instructional Support-outcome associations. Results are discussed in terms of implications for improving pre-K quality as one avenue for supporting the ongoing development of academic skills. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01