The effect of school-based kindergarten transition policies and practices on child academic outcomes.
The effect of school-based kindergarten transition policies and practices on child academic outcomes.
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DOI：
10.1037/0012-1649.41.6.860
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发表时间：
2005-11
影响因子：
4
通讯作者：
A. Schulting;P. Malone;K. Dodge
中科院分区：
文献类型：
--
作者：
A. Schulting;P. Malone;K. Dodge
本研究探讨了以学校为本的幼儿园过渡政策和实践对儿童结果的影响。作者在整个幼儿园学年对来自992所学校的17,212名儿童进行了早期儿童纵向研究-幼儿园样本(ECLS-K)的跟踪调查。多层线性模型显示，即使控制家庭社会经济地位(SES)和其他人口统计学因素，幼儿园秋季校本过渡实践的数量与幼儿园结束时更积极的学业成绩有关。这一影响在低和中等SES儿童中比高SES儿童更强。对于SES低的儿童，7次过渡练习与预测成绩分数超过0次练习的0.21标准差增加相关。过渡做法的影响部分是通过对家长在幼儿园期间主动参与学校活动的干预效应来实现的。这些发现支持教育政策，以幼儿园过渡努力为目标，增加家长对低社会经济地位家庭的参与。
This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low- and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a .21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families.