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ERIC Number: EJ1199359
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1040-9289
Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning
Bustamante, Andres S.; Hindman, Annemarie H.
Early Education and Development, v30 n1 p19-35 2019
This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research Findings: Classroom quality did not directly predict gains in academic school readiness across the Head Start school year (ß = -0.009, p = 0.844). However, classroom quality did predict gains in teacher-rated approaches to learning (ß = 0.151, p = 0.040), which in turn predicted gains in academic school readiness (ß = 0.105, p < 0.001), and there was a significant indirect effect of classroom quality on academic school readiness through approaches to learning (ß = 0.016, p = 0.049). Although associations were generally small, this pattern of results suggests that approaches to learning may facilitate the relationships between classroom quality and academic school readiness. Practice or Policy: Educators should make targeted efforts to boost children's approaches to learning as it may represent an important lever for academic success. In a society increasingly focused on high-stakes testing, we must not lose sight of the importance of domain-general skills that can help children achieve school and life success.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Peabody Picture Vocabulary Test