New kindergarten readiness indicators for math and science: Next Steps in validation, communication and projecting policy impacts

新的幼儿园数学和科学准备指标：验证、沟通和预测政策影响的后续步骤

• 批准号: 1052221
• 负责人: David Grissmer
• 金额: $ 29.77万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1052221&HistoricalAwards=false
• 关键词: New; kindergarten; readiness; indicators; math

This EAGER explores whether raising long-term mathematics, science and reading scores will require more emphasis on developing specific learning skills before school entry or in early schooling. Ongoing research shows that attention/executive function, fine motor skills, and general knowledge (early comprehension of the world) appear to be foundational to later cognitive development and performance and strong predictors of eighth grade mathematics, science, and reading scores. Additionally, results suggest that schools are not the cause of achievement gaps, rather, these gaps are present prior to kindergarten entry and, once they occur, schools are not able to close them. This EAGER examines whether the intriguing and counterintuitive suggestions from earlier results are more on target than present-day assumptions. The purpose of the EAGER grant is to: (1) better understand cognitive development and later achievement; (2) explore early family environments and early schooling on achievement and achievement gaps; (3) structure policies to support higher achievement; (4) conduct cross discipline research; and, (5) bridge intellectual gaps between neuroscience and classrooms. This EAGER promotes potentially transformative research in early stages of new areas of research; it is high risk but with a potentially high payoff in mathematics, science, and reading education. This EAGER takes on radically different approaches through a highly competent team of experts (e.g., developmental psychologists, scientists, neuroscientist, behavioral geneticist, developmental and cognitive neuroscientists, public policy experts, economist, and STEM educators) with novel interdisciplinary perspectives.

这项研究探讨了提高长期的数学、科学和阅读成绩是否需要在入学前或早期教育中更加重视培养特定的学习技能。正在进行的研究表明，注意力/执行功能、精细运动技能和一般知识（对世界的早期理解）似乎是后来认知发展和表现的基础，也是八年级数学、科学和阅读成绩的有力预测因素。此外，研究结果表明，学校并不是造成成绩差距的原因，相反，这些差距在进入幼儿园之前就存在了，一旦出现，学校就无法消除它们。这篇文章探讨了从早期研究结果中得出的有趣的、违反直觉的建议是否比现在的假设更准确。EAGER资助的目的是：(1)更好地了解认知发展和后期成就；(2)探讨早期家庭环境和早期学校教育对成就和成就差距的影响；(3)构建支持更高成就的政策；(4)开展跨学科研究；(5)弥合神经科学与课堂之间的智力差距。这个EAGER项目在新研究领域的早期阶段促进潜在的变革性研究；在数学、科学和阅读教育方面，这是高风险的，但潜在的高回报。这个EAGER项目采用了完全不同的方法，通过一个高水平的专家团队（如发展心理学家、科学家、神经科学家、行为遗传学家、发展和认知神经科学家、公共政策专家、经济学家和STEM教育工作者），以新颖的跨学科视角。