Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child- and classroom-level influences.

2012 ◽  
Vol 104 (2) ◽  
pp. 421-438 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Ximena Dominguez ◽  
Elizabeth R. Bell
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Behavioral Context ◽  
Preschool Classroom ◽  
Low Income Children ◽  
Classroom Level

Predicting school readiness at kindergarten entry for low-income children with additional disability risks before age 3

2010 ◽  
Author(s):  
Hyun-Joo Jeon ◽  
Carla A. Peterson ◽  
Shavaun Wall ◽  
Judith J. Carta ◽  
Gayle Luze ◽  
...  
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Low Income Children ◽  
Kindergarten Entry

scholarly journals More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers.

2004 ◽  
Vol 12 ◽  
pp. 72 ◽  
Author(s):  
Elizabeth Graue ◽  
Melissa A. Clements ◽  
Arthur J. Reynolds ◽  
Michael D. Niles
Keyword(s):  
Parent Involvement ◽  
Reading Achievement ◽  
School Readiness ◽  
Low Income ◽  
Grade Retention ◽  
Child Outcomes ◽  
Long Term Effects ◽  
Low Income Children ◽  
Kindergarten Entry

This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American) in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.

School readiness of low-income children at risk for school failure

2000 ◽  
Vol 6 (2) ◽  
pp. 99-117 ◽  
Author(s):  
Cheryl Wright ◽  
Marissa Diener ◽  
Susan C. Kay
Keyword(s):  
At Risk ◽  
School Readiness ◽  
Low Income ◽  
School Failure ◽  
Children At Risk ◽  
Low Income Children

scholarly journals Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?

AERA Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 233285841878428 ◽  
Author(s):  
Tutrang Nguyen ◽  
Jade Marcus Jenkins ◽  
Anamarie Auger Whitaker
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Low Income ◽  
Future Research ◽  
Preschool Program ◽  
Low Income Children ◽  
Content Domain ◽  
Classroom Processes

Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children’s school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children’s outcomes.

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