An Empirically Based Statewide System for Identifying Quality Pre-Kindergarten Programs

Autor/inn/en	Williams, Jeffrey M.; Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	An Empirically Based Statewide System for Identifying Quality Pre-Kindergarten Programs
Quelle	(2009), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Web Sites; Certification; Program Evaluation; Multivariate Analysis; School Readiness; Kindergarten; Research Methodology; State Programs; Screening Tests; Scores; Data Collection; Information Dissemination; Parent Student Relationship; Learning Activities; Faculty Development; Teacher Effectiveness; Texas + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Web-Design; Abschlusszeugnis; Zertifizierung; Programme evaluation; Programmevaluation; Multivariate Analyse; Readiness for school; School ability; Schulreife; Research method; Forschungsmethode; Regierungsprogramm; Screening-Verfahren; Data capture; Datensammlung; Informationsverbreitung; Lernaktivität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The primary study objective was to develop a statewide system that made use of information about the pre-kindergarten program in combination with kindergarten reading and social outcome measures in order to inform parents about the ability of early childhood programs to prepare children for formal schooling. In order to carry out this objective, multiple steps were undertaken including: 1) development of a web-based application system for pre-kindergarten programs, 2) tracking children from pre-kindergarten programs into kindergarten classrooms across Texas, 3) collection of screening data managed by school districts, and 4) determination of certification criteria that considers both quality of preschool programming and children's school readiness scores. The setting included 1,225 preschool classrooms, housed in 538 preschools that were spread across Texas. Results of the latent class analyses showed that three constructs in the pre-kindergarten environment provided the best information for discriminating classrooms into distinct groups. These indicators were: 1) the teacher professional development; 2) teacher intentional instructional approaches that promote achievement; and 3) literacy oriented instructional activities especially early writing activities. Together these aspects of the pre-kindergarten environment discriminated those classrooms whose children had higher vs. lower early kindergarten social and reading outcomes. These findings have important implications for the debate concerning whether the incorporation of intentional cognitive activities compromise social development. They suggest that classrooms that provide planful cognitive activities such as early literacy carried out in intentional ways may also promote children's social competence. At the very least, it demonstrates that classrooms can incorporate practices that promote both social and cognitive competence. (Contains 4 tables and 2 figures.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10