Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?

Autor/inn/en	Jenkins, Jade Marcus; Watts, Tyler W.; Magnuson, Katherine; Gershoff, Elizabeth T.; Clements, Douglas H.; Sarama, Julie; Duncan, Greg J.
Titel	Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 3, S.339-374 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2018.1441347
Schlagwörter	Kindergarten; Grade 1; Educational Quality; Preschool Education; Outcomes of Education; Elementary Schools; Early Intervention; Language Skills; Literacy; Mathematics Skills; Faculty Development; Elementary School Teachers; Classroom Environment; Disadvantaged Youth; Low Income Students; Multivariate Analysis; Statistical Analysis; New York; Massachusetts; Peabody Picture Vocabulary Test; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Lernleistung; Schulerfolg; Elementary school; Grundschule; Volksschule; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Benachteiligter Jugendlicher; Multivariate Analyse; Statistische Analyse; Master-Studiengang
Abstract	Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01