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ERIC Number: EJ1054470
Record Type: Journal
Publication Date: 2014-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0022-0663
Tracing Children's Approaches to Learning through Head Start, Kindergarten, and First Grade: Different Pathways to Different Outcomes
McDermott, Paul A.; Rikoon, Samuel H.; Fantuzzo, John W.
Journal of Educational Psychology, v106 n1 p200-213 Feb 2014
This article reports on the study of differential change trajectories for early childhood approaches to learning. A large sample (N = 2,152) of Head Start children was followed through prekindergarten, kindergarten, and first grade. Classroom learning behaviors were assessed by teachers through the Preschool Learning Behaviors Scale twice in Head Start and through the Learning Behaviors Scale twice in both kindergarten and first grade. Item response theory was applied to form continuous scales of Competence Motivation and Attentional Persistence, using multiple-group calibration with linking items and Bayesian score estimates. Cross-classified multilevel growth models demonstrated that the new vertical scales are able to detect distinct linear and higher order change patterns for Competence Motivation and Attentional Persistence across the transition years and to differentiate change trajectories emblematic of eventual second-grade academic proficiency versus nonproficiency in reading, vocabulary, language, mathematics, and science.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Primary Education; Higher Education; Postsecondary Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Administration for Children, Youth, and Families (DHHS); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: TerraNova Multiple Assessments
IES Funded: Yes
Grant or Contract Numbers: 90-YD-0080|R305C050041-05