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Autor/inn/en | Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P. |
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Titel | The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K |
Quelle | In: Journal of Educational Psychology, 112 (2020) 5, S.956-972 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000390 |
Schlagwörter | Elementary Education; Elementary Schools; Educational Quality; Family Life; Educational Environment; Preschool Education; Family Environment; Mathematics Achievement; Reading Achievement; Vocabulary Development; Elementary School Students; Predictor Variables; Sustainability Elementarunterricht; Elementary school; Grundschule; Volksschule; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school education; Vorschulerziehung; Familienmilieu; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Wortschatzarbeit; Prädiktor; Nachhaltigkeit |
Abstract | Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), we used 2-level random effects models to examine whether the quality of school and home environments during elementary school moderated associations between pre-K quality and math, reading, and vocabulary achievement from first through fifth grade. Results showed that the quality of the home environment moderated the association between pre-K quality and children's vocabulary achievement. Supportive home environments during elementary school had an additive effect over and above the positive effects of pre-K quality in predicting children's vocabulary achievement. In contrast, when children experienced high levels of pre-K quality and lower quality home learning environments, the positive effects of pre-K were less likely to be sustained. Findings suggest the importance of considering programs and policies to support home-based learning as one potential mechanism to sustain early effects of pre-K. (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 | 2024/1/01 |