skip to content
Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills Preview this item
ClosePreview this item
Checking...

Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills

Author: Elizabeth Jane Tremaine
Publisher: [Portland, Or.] : Portland State University, 2017 ©2017
Dissertation: M.S. Portland State University 2017
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : State or province government publication : eBook   Computer File : English
Summary:
Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families. To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: Academic theses
Material Type: Document, Thesis/dissertation, Government publication, State or province government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Elizabeth Jane Tremaine
OCLC Number: 1039724480
Notes: Title from pdf title page viewed on June 4, 2018.
Description: 1 online resource (viii, 123 pages) : illustrations (some color)
Responsibility: by Elizabeth Jane Tremaine.

Abstract:

Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families. To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten. Previous research on school readiness has been limited by variable-centered methods that separate components of school readiness (e.g., early academic skills, social skills, engagement). As each entering kindergartner possesses their own set of school readiness skills, it is not likely that school readiness skills are independent of one another. School readiness may be better conceptualized and measured as patterns of skills that children possess at the beginning of kindergarten. These detectable patterns of school readiness skills present at kindergarten entry may deferentially support development of academic and non-academic achievement outcomes, such that strengths can promote the development of weaker skills across the kindergarten year. Within the framework of Cognitive Load Theory (Sweller, 1994), this study investigated the nature of the relations among children's school readiness skills and their associations with development of academic, social, and engagement skills across the kindergarten year. This study used a person-centered analytic technique to identify profiles of school readiness present in entering kindergartners and explored the different developmental trajectories of academic, social, and engagement skills of children across these profiles.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/1039724480> # Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills
    a pto:Web_document, schema:CreativeWork, schema:MediaObject, schema:Book, bgn:Thesis ;
    bgn:inSupportOf "" ;
    library:oclcnum "1039724480" ;
    library:placeOfPublication <http://id.loc.gov/vocabulary/countries/oru> ;
    rdfs:comment "Unknown 'gen' value: sgp" ;
    schema:about <http://experiment.worldcat.org/entity/work/data/5217290601#Topic/kindergarten> ; # Kindergarten
    schema:about <http://experiment.worldcat.org/entity/work/data/5217290601#Topic/readiness_for_school> ; # Readiness for school
    schema:about <http://experiment.worldcat.org/entity/work/data/5217290601#Topic/social_skills> ; # Social skills
    schema:about <http://experiment.worldcat.org/entity/work/data/5217290601#Topic/academic_achievement> ; # Academic achievement
    schema:about <http://experiment.worldcat.org/entity/work/data/5217290601#Topic/child_development> ; # Child development
    schema:copyrightYear "2017" ;
    schema:creator <http://experiment.worldcat.org/entity/work/data/5217290601#Person/tremaine_elizabeth_jane_1988> ; # Elizabeth Jane Tremaine
    schema:datePublished "2017" ;
    schema:description "Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families. To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten. Previous research on school readiness has been limited by variable-centered methods that separate components of school readiness (e.g., early academic skills, social skills, engagement). As each entering kindergartner possesses their own set of school readiness skills, it is not likely that school readiness skills are independent of one another. School readiness may be better conceptualized and measured as patterns of skills that children possess at the beginning of kindergarten. These detectable patterns of school readiness skills present at kindergarten entry may deferentially support development of academic and non-academic achievement outcomes, such that strengths can promote the development of weaker skills across the kindergarten year. Within the framework of Cognitive Load Theory (Sweller, 1994), this study investigated the nature of the relations among children's school readiness skills and their associations with development of academic, social, and engagement skills across the kindergarten year. This study used a person-centered analytic technique to identify profiles of school readiness present in entering kindergartners and explored the different developmental trajectories of academic, social, and engagement skills of children across these profiles."@en ;
    schema:exampleOfWork <http://worldcat.org/entity/work/id/5217290601> ;
    schema:genre "Academic theses"@en ;
    schema:genre "Government publication"@en ;
    schema:inLanguage "en" ;
    schema:name "Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills"@en ;
    schema:productID "1039724480" ;
    schema:url <http://archives.pdx.edu/ds/psu/22732> ;
    schema:workExample <http://dx.doi.org/10.15760/etd.5903> ;
    wdrs:describedby <http://www.worldcat.org/title/-/oclc/1039724480> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/5217290601#Person/tremaine_elizabeth_jane_1988> # Elizabeth Jane Tremaine
    a schema:Person ;
    schema:birthDate "1988" ;
    schema:familyName "Tremaine" ;
    schema:givenName "Elizabeth Jane" ;
    schema:name "Elizabeth Jane Tremaine" ;
    .

<http://experiment.worldcat.org/entity/work/data/5217290601#Topic/academic_achievement> # Academic achievement
    a schema:Intangible ;
    schema:name "Academic achievement"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/5217290601#Topic/child_development> # Child development
    a schema:Intangible ;
    schema:name "Child development"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/5217290601#Topic/readiness_for_school> # Readiness for school
    a schema:Intangible ;
    schema:name "Readiness for school"@en ;
    .

<http://www.worldcat.org/title/-/oclc/1039724480>
    a genont:InformationResource, genont:ContentTypeGenericResource ;
    schema:about <http://www.worldcat.org/oclc/1039724480> ; # Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills
    schema:dateModified "2019-05-04" ;
    void:inDataset <http://purl.oclc.org/dataset/WorldCat> ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.