Parent Involvement and Child Outcomes in Treatments Targeting Internalizing Disorders: A Mediational Analysis

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

Education Policy Analysis Archives ◽

10.14507/epaa.v12n72.2004 ◽

2004 ◽

Vol 12 ◽

pp. 72 ◽

Cited By ~ 16

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.

Download Full-text

Parent Involvement and Student Academic Performance: A Multiple Mediational Analysis

Journal of Prevention & Intervention in the Community ◽

10.1080/10852352.2010.486297 ◽

2010 ◽

Vol 38 (3) ◽

pp. 183-197 ◽

Cited By ~ 78

Author(s):

David R. Topor ◽

Susan P. Keane ◽

Terri L. Shelton ◽

Susan D. Calkins

Keyword(s):

Parent Involvement ◽

Academic Performance ◽

Mediational Analysis ◽

Student Academic Performance

Download Full-text

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00118 ◽

2020 ◽

Vol 63 (6) ◽

pp. 1947-1957

Author(s):

Alexandra Hollo ◽

Johanna L. Staubitz ◽

Jason C. Chow

Keyword(s):

Special Education Teachers ◽

Generalizability Theory ◽

Child Outcomes ◽

Elementary Classrooms ◽

Teacher Talk ◽

Group Instruction ◽

Data Set ◽

School Year ◽

Minimum Number ◽

Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

Download Full-text