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Direct linkDanlei Chen – Journal of Multilingual and Multicultural Development, 2024
This study examined how parents, teachers, and administrators conceptualised dual-language immersion (DLI) education and its goals at Bobcat Canyon School (BCS, pseudonym), a private preschool in the Southwestern USA where 64% students were White and 36% were students of colour. Through interviews with 15 parents, eight teachers, and two school…
Descriptors: Preschool Education, Bilingual Education Programs, Second Language Learning, Second Language Instruction
Does Attending Center-Based Care Prior to Kindergarten Improve Latino Children's Academic Readiness?
Aurora, Melina; Farkas, George – Early Child Development and Care, 2022
This study provides estimates for the impact of centre-based care participation during pre-kindergarten on Latino children's academic readiness skills at kindergarten-entry. Using the ECLS-K:2011 dataset, findings indicate that Latino children who participated in centre-based care during their pre-kindergarten year had significantly higher English…
Descriptors: Young Children, Child Care, Child Care Centers, Kindergarten
Download full textAydin, Özge; Ok, Ahmet – International Journal of Curriculum and Instructional Studies, 2022
The aim of the present study was to scrutinize how teacher expectations are shaped and reflected in teachers' classroom behaviors by presenting a holistic picture of teacher expectation literature that has significantly developed since 1968. To achieve this, a systematic review design was utilized in the study, and different academic databases,…
Descriptors: Teacher Attitudes, Teacher Expectations of Students, Student Behavior, Teacher Student Relationship
Guerrero-Rosada, Paola; Weiland, Christina; McCormick, Meghan; Hsueh, JoAnn; Sachs, Jason; Snow, Catherine; Maier, Michelle – Grantee Submission, 2021
General measures of process quality are widely used in the early childhood education (ECE) field. However, the evidence regarding associations between the most widely used process quality measure, the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and children's school readiness gains during the preschool year is mixed. Using…
Descriptors: Classroom Environment, Executive Function, Vocabulary Skills, Correlation
McClelland, Megan M.; Gonzales, Christopher R.; Cameron, Claire E.; Geldhof, G. John; Bowles, Ryan P.; Nancarrow, Alexandra F.; Merculief, Alexis; Tracy, Alexis – Grantee Submission, 2021
The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the…
Descriptors: Self Control, Executive Function, Task Analysis, School Readiness
Holmes, Venita R. – Houston Independent School District, 2019
This program evaluation assessed the implementation of Project PEAS toward improving health care and related outcomes for students and their families at Fonwood, Laurenzo, and Mistral early childhood centers. Among the 1,170 students enrolled at targeted schools during the 2018-2019 academic year, 356 were provided health-related services, such as…
Descriptors: Program Evaluation, Early Childhood Education, Child Care Centers, School Districts
Beecher, Constance C.; Strand, Paul; French, Brian F. – Journal of Education for Students Placed at Risk, 2018
This study modeled the time-dependent nature of pre-academic skills development for a multi-lingual sample of 382 preschoolers attending Head Start. A two-slope latent variable model accurately described the trajectories, which included five assessment points obtained throughout the school year for both pre-literacy and pre-numeracy variables.…
Descriptors: Preschool Children, Early Intervention, Preschool Education, School Readiness
Zhao, Jing; Dixon, L. Quentin; Quiroz, Blanca; Chen, Si – Early Childhood Education Journal, 2017
In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish-English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart.…
Descriptors: Bilingual Students, Bilingual Education, Vocabulary, Sight Method
Alsford, Elizabeth; Ralephata, Andrew; Bolderson, Sarah; Curtin, Martina; Parish, Esther; Klaber, Victoria; Griffin, Sue; Nash, Lisa; Cullen, Rachel; Musoke, Brenda; Bhalla, Sangheeta; Walker, Lindsay; Duffer, Luisa; O'Sullivan, Sylvia; Knowland, Victoria; Cozens, Suzanne; McLaren, Lindsey; Camilleri, Bernard; Halil, Suzan; Furze, Rachael; Leung, Wai; O'Gorman, Ciara; Carver, Verity; Young, Dorothy; Pring, Tim – Child Language Teaching and Therapy, 2017
Substantial evidence exists that social circumstances can affect children's language development. As a result many children in socially deprived areas start school with delayed language, which may persist and adversely affect their attainment. We assessed the language of children in seven reception classes in a London (UK) borough and followed the…
Descriptors: Language Acquisition, English, Native Language, English (Second Language)
Quirk, Matthew; Mayworm, Ashley; Edyburn, Kelly; Furlong, Michael J. – Psychology in the Schools, 2016
This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP) when used to rate the school readiness of children from different ethnic backgrounds (Latino or White, non-Latino), as well as from households where a different language was predominant (Spanish or English). Teachers rated the…
Descriptors: Kindergarten, Screening Tests, School Readiness, Factor Analysis
Bitetti, Dana – ProQuest LLC, 2016
There is a growing need for more information regarding the early academic development of preschool-age children who are learning to speak Spanish and English. To achieve this, studies are needed that acknowledge the heterogeneity of language abilities within bilingual preschool children, and that these variations in language abilities may impact…
Descriptors: Bilingualism, Spanish, English, Language Skills
McWayne, Christine M.; Melzi, Gigliana; Limlingan, Maria Cristina; Schick, Adina – Developmental Psychology, 2016
For the 5 million low-income Latino children in the United States who are disproportionately impacted by the numerous risk factors associated with poverty, it is essential to identify proximal protective factors that mitigate these risks and bolster the academic and social skills that are foundational to a successful transition into formal…
Descriptors: Preschool Children, Hispanic American Students, Low Income Students, Family Involvement
