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首页> 外文学位 >Protective mechanisms that moderate academic risk levels in young children: HLM applications with the Early Childhood Longitudinal Study (ECLS-K), kindergarten-first grade data set.
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Protective mechanisms that moderate academic risk levels in young children: HLM applications with the Early Childhood Longitudinal Study (ECLS-K), kindergarten-first grade data set.

机译：减轻年幼儿童学业风险水平的保护机制：HLM应用与早期儿童纵向研究（ECLS-K），幼儿园一年级数据集。

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摘要

This study investigated the extent to which personal, family, and school protective factors moderate socio-demographic risk factors (socio-economic status and ethnic minority status) to explain the likely sources of achievement gaps among varying socio-demographic risk groups. The protective factors examined were selected personal factors (gender and socio-emotional competence), family factors (parent expectation, parent-child closeness, parent's school involvement, and reading activity at home), and school factors (developmentally appropriate practices and teacher qualifications).; Using a nationally drawn representative sample, the Early Childhood Longitudinal Study (ECLS-K), protective mechanisms were investigated with a series of two-level hierarchical linear models (HLM), with a particular focus on interactions of protective factors with risk factors on children's achievement in early school years.; At the student level, significant main effects of protective factors were found with socio-emotional competence, parent expectation, reading activity at home, parent-child closeness, and parent involvement. At the school level, significant main effects of protective factors were found with socio-emotional competence, parent expectation, reading activity at home, parent involvement, and developmentally appropriate practices. Significant interaction effects of SES and minority status were found with gender, parent expectation, reading activity at home, and parent involvement in school. Significant cross-level interactions were found between developmentally appropriate practices and SES of the child and between teacher qualifications and gender. An examination of the patterns of moderating effects suggest that some protective factors may widen, rather than narrow gaps on kindergarten and first grade achievement in children identified by different levels of SES and minority status. The results also imply that developmentally appropriate school practices designed to enhance early school achievement may achieve better results when they target specific risk populations.
机译：这项研究调查了个人，家庭和学校保护因素减轻社会人口统计学风险因素（社会经济地位和少数民族地位）的程度，以解释不同社会人口统计学风险组之间成就差距的可能来源。检查的保护因素包​​括个人因素（性别和社会情感能力），家庭因素（父母的期望，父母与孩子的亲密关系，父母的学校参与程度和在家读书活动）和学校因素（发展适当的做法和教师资格） 。;使用全国代表性的样本，即儿童早期纵向研究（ECLS-K），通过一系列两级分层线性模型（HLM）研究了保护机制，特别关注了保护因素与危险因素对儿童的交互作用。在学年取得的成就。在学生层面，发现保护因素的主要主要作用是社交情感能力，父母期望，在家阅读活动，亲子亲密关系和父母参与。在学校一级，社会情感能力，父母的期望，在家中的阅读活动，父母的参与以及发展适当的习惯等因素对保护因素的重要主要影响被发现。在性别，父母的期望，在家中的阅读活动以及父母在学校的参与度方面，发现了SES和少数民族地位之间的显着相互作用。在发展适当的做法与儿童的SES之间以及教师的学历和性别之间发现了重要的跨层次互动。对调节作用模式的研究表明，一些保护因素可能会扩大，而不是缩小由不同水平的SES和少数群体身份所确定的儿童在幼儿园和一年级成绩方面的差距。结果还暗示，当针对特定的风险人群时，旨在提高早期学校成绩的，发展上适当的学校实践可能会取得更好的结果。

著录项

  • 作者

    Kwon, Young Ae.;

  • 作者单位

    Columbia University Teachers College.;

  • 授予单位 Columbia University Teachers College.;
  • 学科 Education Educational Psychology.; Education Tests and Measurements.; Education Early Childhood.
  • 学位 Ed.D.
  • 年度 2005
  • 页码 218 p.
  • 总页数 218
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;教育;学前教育、幼儿教育;
  • 关键词

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