Global ETD Search

1	The Relationship Between Parental Involvement, Self-Regulated Learning, and Reading Achievement of Fifth Graders: A Path Analysis Using the ECLS-K Database Xu, Min 26 August 2008 (has links) No description available. Educational Psychology Elementary Education parental involvement self-regulated learning reading achievement ECLS-K
2	The School Success and Adjustment of Young African American Children Carpenter, Gloria Jean Oliver 29 June 2005 (has links) No description available. African American Parent Involvement ECLS-K School adjustment Reading and Math Kindergarteners Early Schooling
3	The Cross-sectional and Longitudinal Relationships of Early Childhood School Assessment Policies with Reading Instruction and Reading Achievement: Evidence from Early Childhood Longitudinal Study January 2015 (has links) abstract: The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudinally, and (3) to examine the relationship between testing policies and the achievement gap by exploring whether certain student characteristics moderate the relationship between testing policy and reading achievement, using Early Childhood Longitudinal Study Kindergarten (ECLS-K) Cohort of 2010-2011 data. Findings from a multilevel full structural mediation model suggest that school-level frequency of state/local standardized tests had an indirect effect on student reading achievement through changes in both amount and the types of instruction at the school-level (cross-sectional fall kindergarten sample =12,241 children nested in 1,067 kindergarten classes). The findings from a three-level growth models indicated only children of Asian background and children from high socio-economic backgrounds who had frequent standardized tests in kindergarten accelerated in their monthly reading growth, whereas other children (e.g., low SES, non-Asian children) did not show any changes in the rate of the reading growth (longitudinal sample from fall of kindergarten to spring of first grade = 7,392 children nested in 744 kindergartens). The findings from the current study suggest that testing policy is not an effective means to reduce the achievement gap of children from disadvantaged family backgrounds, underperforming children or that children from low socieo-economic backgrounds. These children did not seem to benefit from frequent standardized tests longitudinally. Implications for supporting school assessment practices and instruction are discussed. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2015 Early childhood education Education policy Educational evaluation Assessment Early Childhood ECLS-K Reading achievement Reading Instruction Standardized Tests
4	The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement Schiavone, Vincent J., Schiavone 10 December 2018 (has links) No description available. Early Childhood Education School Administration Mathematics Education Reading Instruction Quantitative Psychology Education Education Policy Educational Psychology Educational Tests and Measurements Preschool Education Hierarchical Linear Modeling HLM Multilevel Modeling MLM ECLS ECLS-K Early Childhood Longitudinal Study Kindergarten Reading Mathematics Social-Emotional Competence Social-Emotional Learning SEC SEL Early Childhood Education Psychology

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