Literaturnachweis - Detailanzeige
| Autor/inn/en | Reynolds, Arthur J.; und weitere |
|---|---|
| Institution | Chicago Public Schools, IL. |
| Titel | Longitudinal Study of Children at Risk: 1985-90 Summary Report. |
| Quelle | (1990), (17 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Early Childhood Education; Early Intervention; High Risk Students; Kindergarten Children; Longitudinal Studies; Low Income Groups; Minority Group Children; Socioeconomic Background; Student Adjustment |
| Abstract | This study of the school adjustment of minority at-risk children in Chicago's government-funded kindergarten programs encompassed both the social and economic backgrounds of the children studied. The programs are designed to serve children from poor, minority backgrounds. The goal of these language and basic skills programs is to improve children's cognitive and affective readiness for the primary grades. Standardized tests, teacher surveys, and questionnaire data from parents and children were used for the assessment. The impact of factors relevant to school practice is emphasized in this report. Preschool experience was found to have a significant influence on the cognitive readiness of children entering kindergarten and was one of the best predictors of cognitive readiness. School mobility affected achievement negatively, as did grade retention, while parent involvement was a positive influence. Findings also showed that motivation in kindergarten as rated by teachers had a significant positive influence on kindergarten and the first and second years. By the third year, children who perceived themselves to be committed to school did better in school. Policy implications are discussed. (SH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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