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Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A. – Child & Youth Care Forum, 2018
Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…
Descriptors: Teacher Student Relationship, Preschool Teachers, Preschool Children, Interaction
Biales, Carrie – ProQuest LLC, 2018
This study used latent class analysis to examine profiles of Head Start classroom quality as measured by the Arnett Caregiver Interaction Scale (CIS) and the Early Childhood Environmental Rating Scale-Revised (ECERS-R) with a large sample of classrooms (n=379). Data used in the study were taken from the Early Childhood Longitudinal Study-Birth…
Descriptors: Preschool Education, Disadvantaged Youth, Educational Quality, Early Childhood Education
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Gottfried, Michael A. – Journal of Educational Research, 2018
Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no…
Descriptors: Teacher Aides, Disabilities, Kindergarten, Role
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Byrnes, James P.; Miller-Cotto, Dana; Wang, Aubrey H. – Journal of Cognition and Development, 2018
As the United States experiences greater income inequality, more and more students experience an early science achievement gap. This study tested several competing theoretical models of early science achievement with a longitudinal sample of 14,624 children who were followed from kindergarten entry to the end of 1st grade. To understand why and…
Descriptors: Cognitive Development, Grade 1, Elementary School Students, Kindergarten
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Iruka, Iheoma U.; Forry, Nicole D. – Journal of Education, 2018
Patterns of quality among approximately 1,400 center classrooms and 350 family child care homes based on measures of global quality, sensitive caregiving, and frequency of language/literacy and math/numeracy activities were examined. Four patterns of quality were identified. Provider education was predictive of higher quality care in both centers…
Descriptors: Child Care Centers, Educational Quality, Caregiver Child Relationship, Child Caregivers
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Dumas, Denis G.; McNeish, Daniel M. – Educational Researcher, 2018
Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the…
Descriptors: Measurement Techniques, Student Evaluation, Alternative Assessment, Evaluation Methods
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Baker, Claire E. – Early Child Development and Care, 2018
The present study used a large sample of mostly non-resident fathers (74%) to determine whether father-school involvement (e.g. attending parent-teacher conferences) predicted better academic and social emotional skills after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and…
Descriptors: Fathers, Parent School Relationship, Predictor Variables, Academic Achievement
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Mulligan, Gail M.; McCaroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel – National Center for Education Statistics, 2018
This report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and in fourth grade 4 years later during the spring of 2015. About 88 percent of children enrolled in kindergarten in 2010-11 were in kindergarten for the first time that school year and…
Descriptors: Children, Surveys, Longitudinal Studies, Grade 4
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Baker, Claire E. – Journal of Early Childhood Research, 2018
This study used a family-centered ecological lens to examine predictive relations among fathers' and mothers' language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool (N = 880). In line with prior early childhood research, parent language acculturation was operationalized as…
Descriptors: Mothers, Fathers, Acculturation, Parenting Styles
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Hunter, Leah J.; Bierman, Karen L.; Hall, Cristin M. – Early Education and Development, 2018
Research Findings: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency…
Descriptors: School Readiness, Social Development, Emotional Development, Early Intervention
Wexler, Danielle – ProQuest LLC, 2019
In elementary school, many children struggle in learning how to read. Some of these struggling readers will be identified to receive special education services as a student with a reading disability (RD), while other students will not be identified to receive such services but will continue to have low reading achievement (LRA). Limited research,…
Descriptors: Reading Achievement, Reading Difficulties, Low Achievement, Longitudinal Studies
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Mattison, Amira; Raffaele Mendez, Linda M.; Dedrick, Robert; Dickinson, Sarah; Wingate, Emily; Hanks, Camille – Psychology in the Schools, 2018
Our goals in this study were to examine (a) the degree to which teacher perceptions of children's behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal…
Descriptors: Preschool Teachers, Teacher Attitudes, Kindergarten, Predictor Variables
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Gottfried, Michael – Exceptional Children, 2018
Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining…
Descriptors: Disabilities, Kindergarten, School Schedules, Surveys
Ansari, Arya; Crosnoe, Robert – Grantee Submission, 2018
The transition into kindergarten often serves as the basis for long-term disparities in educational attainment because initially small differences in early learning widen throughout the K-12 educational system. Given the long-standing disparities in their academic achievement related to being of low socioeconomic status and a racial/ethnic…
Descriptors: Kindergarten, English Language Learners, School Readiness, Academic Achievement
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Hooper, Alison – Early Child Development and Care, 2018
There is considerable variation in state policies related to the certification required for teachers in kindergarten and first grade, and relatively little is known about these policies' effects on student learning. This study considers whether children who have kindergarten and first-grade teachers with certification in early childhood education…
Descriptors: Preschool Teachers, Teacher Certification, Kindergarten, Grade 1
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