東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

School readiness in an early childho...

Backe, Sarah.

FindBook

Google Book

Amazon

博客來

School readiness in an early childhood population.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School readiness in an early childhood population./
作者:	Backe, Sarah.
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.
Contained By:	Dissertation Abstracts International76-09B(E).
標題:	Developmental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689386
ISBN:	9781321687316

School readiness in an early childhood population.
Backe, Sarah.

School readiness in an early childhood population. - 124 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.

Thesis (Ph.D.)--Boston College, 2015.

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

School readiness at kindergarten is an important predictor of children's future academic success (Duncan et al., 2007). While early pre-academic and behavioral skills are important for all students, there is considerable inequality in students' levels of readiness at the start of school (Coley, 2002; Lee & Burkam, 2002; Razza, Martin & Brooks-Gunn, 2010; Ryan, Fauth, & Brooks-Gunn, 2006; Welsh, Nix, Blair, Bierman & Nelson, 2010), and research has pointed to a range of out-of-school and poverty-related factors that contribute to these inequalities (Coley, 2002; Dearing, 2008; Foster, 2002; Hill, 2001; Razza et al., 2010; Ryan et al., 2006). This study utilizes relational developmental systems theory (Lerner, 2006; 2011) to examine the individual and contextual factors that co-act dynamically to shape and predict student outcomes. Specifically, this study extends the body of research on early child development by examining the factors that predict school readiness skills within a sample of 521 young children preparing to enter the first grade from urban early education programs. Multilevel regression models indicate that student characteristics, classroom characteristics, and peer contexts each predict students' school readiness scores, and that the interactions among these variables make unique contributions to the prediction of school readiness scores as well. Implications for theory, policy, and practice are discussed along with recommendations for future research.

ISBN: 9781321687316Subjects--Topical Terms:

516948
Developmental psychology.

School readiness in an early childhood population.
LDR:02419nmm a2200301 4500 001 2060374
005 20150828095347.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321687316
035 $a (MiAaPQ)AAI3689386
035 $a AAI3689386
040 $a MiAaPQ $c MiAaPQ
100 1 $a Backe, Sarah. $3 3174523
245 1 0 $a School readiness in an early childhood population.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.
500 $a Adviser: Mary E. Walsh.
502 $a Thesis (Ph.D.)--Boston College, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a School readiness at kindergarten is an important predictor of children's future academic success (Duncan et al., 2007). While early pre-academic and behavioral skills are important for all students, there is considerable inequality in students' levels of readiness at the start of school (Coley, 2002; Lee & Burkam, 2002; Razza, Martin & Brooks-Gunn, 2010; Ryan, Fauth, & Brooks-Gunn, 2006; Welsh, Nix, Blair, Bierman & Nelson, 2010), and research has pointed to a range of out-of-school and poverty-related factors that contribute to these inequalities (Coley, 2002; Dearing, 2008; Foster, 2002; Hill, 2001; Razza et al., 2010; Ryan et al., 2006). This study utilizes relational developmental systems theory (Lerner, 2006; 2011) to examine the individual and contextual factors that co-act dynamically to shape and predict student outcomes. Specifically, this study extends the body of research on early child development by examining the factors that predict school readiness skills within a sample of 521 young children preparing to enter the first grade from urban early education programs. Multilevel regression models indicate that student characteristics, classroom characteristics, and peer contexts each predict students' school readiness scores, and that the interactions among these variables make unique contributions to the prediction of school readiness scores as well. Implications for theory, policy, and practice are discussed along with recommendations for future research.
590 $a School code: 0016.
650 4 $a Developmental psychology. $3 516948
650 4 $a Early childhood education. $3 518817
650 4 $a Counseling Psychology. $3 2122842
690 $a 0620
690 $a 0518
690 $a 0603
710 2 $a Boston College. $b LSOE - Counseling, Developmental and Educational Psychology. $3 2099033
773 0 $t Dissertation Abstracts International $g 76-09B(E).
790 $a 0016
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689386