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Examining How Risk-Level Predicts th...

Lonnerstater, Brandon.

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Examining How Risk-Level Predicts the Effect of Families and Schools Together for Kindergarten Students in a Large Urban School District.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining How Risk-Level Predicts the Effect of Families and Schools Together for Kindergarten Students in a Large Urban School District./
作者:	Lonnerstater, Brandon.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	198 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28089199
ISBN:	9798664739824

Examining How Risk-Level Predicts the Effect of Families and Schools Together for Kindergarten Students in a Large Urban School District.
Lonnerstater, Brandon.

Examining How Risk-Level Predicts the Effect of Families and Schools Together for Kindergarten Students in a Large Urban School District. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 198 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

Family engagement is associated with several positive child outcomes including increased academic competence, higher academic achievement, and improved behaviors. Especially in the early stages of a child's educational career, family engagement is a critical component of child success, specifically for students considered to be high-risk. Despite all of the research that backs the importance of family engagement, families are often not as engaged as they would like to be due to barriers that hinder their capacity to be involved (e.g., scheduling conflicts, lack of resources, etc.). Family engagement programs help to increase and improve the quality of family engagement with the hopes of obtaining these positive outcomes. Families and Schools Together (FAST) is a universal prevention/early intervention program that helps families overcome non-academic barriers to success and be more engaged in their child's development. FAST has been the focal point of several randomized controlled trials (RCT). However, findings are inconsistent and lack generalizability. No FAST studies have evaluated how students' risk-levels predict their response to the family engagement program. The current study fills in this gap by analyzing data from a previously conducted FAST study in a way that evaluates how students' baseline scores on academic and social-behavioral measures predict the impact FAST has on their academic and social-behavioral outcomes. Findings from the data analysis show that students assigned to FAST schools experienced more improvement in their prosocial behaviors compared to students assigned to control schools at the two-year follow-up. Furthermore, baseline reading scores predicted treatment effect at the two-year follow-up in the sense that students who scored lower at baseline experienced more growth than students who scored higher at baseline on a measure of reading achievement. Research implications, limitations, and future directions are discussed.

ISBN: 9798664739824Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Academic achievement

Examining How Risk-Level Predicts the Effect of Families and Schools Together for Kindergarten Students in a Large Urban School District.
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