No description available.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 119-140). Also available on the World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 81-92).

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 81-92). Also available in print.

This investigation emphasized relationships between adjustment level in the intermediate grades and measures that differentiated it, or were related to it. Special attention was devoted to sex differences that might help account for the higher incidence of disturbance and school difficulty encountered by boys. Strong emphasis was given to investigating the postulation that physical inability to meet early school demands will be a frequent cause of failure and frustration, which might, in turn, precipitate a cycle of reading retardation and general underachievement.

No description available.

More than one in four children under age 6 in the United State are children of immigrants, and the majority of these children are Asian and Hispanic. Despite this, there have been few studies on the early development of young children of immigrants. In particular, although healthy development in the early years of life is important in helping children get ready for school, little is known about school readiness among children in immigrant families. Therefore, this study examines school readiness among children of Asian and Hispanic immigrant mothers, with particular attention to two important characteristics of immigrant families: maternal language use and use of preschool. This study is composed of five chapters, starting with Chapter 1 that introduces the background and purpose of this study. Chapter 2 reviews the theoretical backgrounds for the association between maternal language use and the development of young children in immigrant families, and then for the role of preschool in children's school readiness. Using a nationally representative sample of children of Asian and Hispanic immigrant mothers from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), Chapters 3 and 4 examine whether maternal language use is associated with school readiness and whether preschool plays a protective role in promoting school readiness, respectively. Finally, Chapter 5 concludes by summarizing the findings and providing implications for theory and methodology, future research, and social work and policy. In Chapter 3, this study finds generally advantages of maternal use of English and bilingualism for children's cognitive development at kindergarten entry in both Asian and Hispanic groups. It also finds, compared to children of home language Asian mothers, higher levels of pro-social behavior among those of English dominant and bilingual Asian mothers, but also higher levels of behavior problems among those of English dominant Asian mothers. Furthermore, in additional analyses, this study finds that longer residency in the U.S. is associated with higher levels of approaches to learning for children of bilingual Asian mothers and lower levels of behavior problems for children of bilingual Hispanic mothers. In Chapter 4, this study finds that attending preschool (mostly prekindergarten or other center-based care) is associated with better academic school readiness at kindergarten entry among children of Asian immigrant mothers, but not children of Hispanic immigrant mothers. This study also finds higher levels of behavior problems and lower levels of approaches to learning among children in Head Start compared to those in parental care in both Asian and Hispanic groups. In addition, this study finds beneficial associations between preschool and academic school readiness at the year of participation among children of both Asian and Hispanic immigrant mothers, but these beneficial associations do not hold up at kindergarten entry among children of Hispanic mothers, while such associations are still found at kindergarten entry among children of Asian mothers. This study also finds more pronounced beneficial influences of preschool on academic school readiness at the year of participation among children of mothers who speak their home language in both Asian and Hispanic groups, but such more pronounced benefits are gone at kindergarten entry in both groups.

The purpose of this study was to examine the effects of transition room placement by comparing the academic achievement and readiness for middle school of two groups of fifth grade students. The Readiness Group had received an extra year of school between kindergarten and first grade which gave them a year's age advantage over the Non-readiness Group.First, second, third, and fourth grade standardized test scores were collected from students' permanent record cards and used for comparisons of academic achievement. Social, emotional, and academic readiness for middle school were judged by fifth grade teachers using an instrument developed by the researcher.An analysis of variance (ANOVA) with repeated measures was used to test five null hypotheses. A simple effects test was conducted on each hypothesis to further interpret the results. The .05 level of significance was postulated for the rejection of the five null hypotheses.The results of the study were as follows:1. At the end of first grade, the Readiness Group had a slight but not significant academic advantage. The Non-readiness Group scored significantly higher on measures of reading, mathematics and composite standardized achievement test scores at second, third, and fourth grades.2. Fifth grade teachers judged the Non-readiness Group significantly higher on behavioral characteristics that reflect social, emotional and academic readiness for middle school.The most significant educational implication is that school systems need to examine their criteria for readiness placements and evaluate the long-term benefits of this extra year of school.

Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains 18, [4] p. Includes bibliographical references (p. 11-14).

Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains iv, 34 p. Includes bibliographical references (p. 13-17).