Intersecting Ecologies of Risk and Early School Adaptation

描述（由申请人提供）：早期学业失败和学校适应困难对儿童有长期影响，包括成绩不佳，成绩差和辍学。教育研究人员一致认为，儿童在进入幼儿园后的表现、适应和能力存在异质性。社区、学校、家庭和孩子的特点相互作用，影响着孩子进入幼儿园的质量和学业环境的最终成功或失败。由于早期学校适应往往是后来学校适应的最大预测因素，并且由于学校表现的早期轨迹随着时间的推移变得越来越固定，因此从幼儿园过渡到幼儿园的这段时间被认为是对学校适应的前因由进行检查的一个有影响的时期。在本研究中，我们建议研究社区、家庭和学校环境中学校适应的影响领域与儿童自身特征的重要性之间的交集。利用该领域学者提出的基于生态的模型，我们建议在解释学校适应时测试风险和保护的各种组合。为了实现这一目标，我们将使用混合建模，以人和模式为中心的视角来检查风险的分布，以及风险如何在组合中运作以产生结果。接下来，我们将对比传统的学校适应预测方法和与当前学校适应理论更明确相关的混合模型。目前的理论表明，学校适应不是风险的简单线性或累加函数，而是不同领域（社区、家庭、学校和儿童特征）风险因素之间同时发生的相互作用。利用NICHD早期儿童保育研究收集的数据，将检验学校适应并对比三种观点，即线性加性模型、累积风险模型和以模式为中心的风险函数。通过测试最现代的学校适应理论，以及测试和比较三种主要的学校适应结果模型，由此产生的研究将为该领域做出贡献。该项目旨在了解高风险环境和早期学校适应情况，以便为干预实践提供信息，并增强有学业失败风险的儿童的学校适应能力。

DESCRIPTION (provided by applicant): Early school failure and difficulty in school adaptation has long-term consequences for children, including grade retention, poor achievement, and school-dropout. Education researchers agree that there is heterogeneity in children's performance, adaptation, and ability as they transition into kindergarten. Community, school, family, and child characteristics interact to influence the quality of the transition into kindergarten and ultimate success or failure in an academic setting. Because early school adaptation tends to be the greatest predictor of later school adaptation, and because early trajectories in school performance become increasingly fixed over time, the preschool years through the transition to kindergarten is recognized as an influential period of time for the examination of antecedents to school adaptation. In this study we propose to examine the intersection between domains of influence in school adaptation in the community, family, and school environment along with the importance of child's own characteristics. Using an ecological based models as forwarded by scholars in the field we propose to test various combinations of risk and protection in explaining school adaptation. To accomplish this goal we will use mixture modeling, with a person- and pattern-centered perspective to examine the distribution of risk and how risk operates in combination to produce outcomes. Next, we will contrast conventional methods of predicting school adaptation to mixture models that are more explicitly relevant to the current theories of school adaptation. Current theory suggests that school adaptation is not a simple linear or additive function of risk but an interaction among risk factors simultaneously in varied domains (community, family, school, and child characteristics). Using data collected by the NICHD Study of Early Child Care will examine school adaptation and contrast three perspectives, the linear additive model, the cumulative risk model, and the pattern-centered function of risk. The resulting research will contribute to the field by testing the most contemporary theories of school adaptation and by testing and comparing three dominant models in accounting for school adaptation outcomes. This project seeks to understand high risk contexts and early school adaptation in order to inform intervention practice and enhance school adaptation among children at risk for school failure.