東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Relationships Among Preschool Attend...

Throndsen, Jennifer E.

Linked to FindBook

Google Book

Amazon

博客來

Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy./
Author:	Throndsen, Jennifer E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810676
ISBN:	9780355873665

Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.
Throndsen, Jennifer E.

Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 133 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2018.

As students enter kindergarten, some students are more academically prepared than others. This study looked at the relationships among preschool attendance, preschool type (i.e., public, private, Head Start, and home-based technology providers) and preschool quality and early mathematical literacy skills for diverse students. The study sought to answer three research questions: What is the relationship between preschool attendance and early mathematical literacy? What is the relationship between preschool type and early mathematical literacy? What is the relationship between preschool quality and early mathematical literacy? Within each research question, there was also an investigation to see if there were differing effects for diverse student demographics. Data was obtained from the USBE in relation to preschool enrollment records and kindergarten entry scores on the state mandated Kindergarten Entry and Exit Profile (KEEP) assessment for all kindergarten students enrolled in the 2017-18 school year. The researcher conducted a 2x2 Factor ANOVA, independent group means t-tests, and multiple regression analysis to determine relationships among preschool attendance, type, and quality and early mathematical literacy. In general, the independent variables of attending preschool and the quality of the preschool did not seem to have the positive influence expected on early mathematical literacy as a whole, but when looking more specifically at the demographic covariates, there were some positive influences. Students who participated in online preschool programming on average experienced the highest early mathematical literacy scores. Overall, the results suggested that students from diverse backgrounds experience improved early mathematical literacy when they attended preschool. Therefore, with the limited funding available for preschool, policymakers should consider which students might most benefit from preschool experience and target limited resources to such populations.

ISBN: 9780355873665Subjects--Topical Terms:

641129
Mathematics education.

Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.
LDR:02972nmm a2200301 4500 001 2163593
005 20181022132815.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355873665
035 $a (MiAaPQ)AAI10810676
035 $a (MiAaPQ)usu:12739
035 $a AAI10810676
040 $a MiAaPQ $c MiAaPQ
100 1 $a Throndsen, Jennifer E. $3 3351614
245 1 0 $a Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Patricia Moyer-Packenham.
502 $a Thesis (Ph.D.)--Utah State University, 2018.
520 $a As students enter kindergarten, some students are more academically prepared than others. This study looked at the relationships among preschool attendance, preschool type (i.e., public, private, Head Start, and home-based technology providers) and preschool quality and early mathematical literacy skills for diverse students. The study sought to answer three research questions: What is the relationship between preschool attendance and early mathematical literacy? What is the relationship between preschool type and early mathematical literacy? What is the relationship between preschool quality and early mathematical literacy? Within each research question, there was also an investigation to see if there were differing effects for diverse student demographics. Data was obtained from the USBE in relation to preschool enrollment records and kindergarten entry scores on the state mandated Kindergarten Entry and Exit Profile (KEEP) assessment for all kindergarten students enrolled in the 2017-18 school year. The researcher conducted a 2x2 Factor ANOVA, independent group means t-tests, and multiple regression analysis to determine relationships among preschool attendance, type, and quality and early mathematical literacy. In general, the independent variables of attending preschool and the quality of the preschool did not seem to have the positive influence expected on early mathematical literacy as a whole, but when looking more specifically at the demographic covariates, there were some positive influences. Students who participated in online preschool programming on average experienced the highest early mathematical literacy scores. Overall, the results suggested that students from diverse backgrounds experience improved early mathematical literacy when they attended preschool. Therefore, with the limited funding available for preschool, policymakers should consider which students might most benefit from preschool experience and target limited resources to such populations.
590 $a School code: 0241.
650 4 $a Mathematics education. $3 641129
650 4 $a Early childhood education. $3 518817
690 $a 0280
690 $a 0518
710 2 $a Utah State University. $b Education and Human Services. $3 1026542
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0241
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810676