The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes

This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear model...

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Veröffentlicht in:	Developmental psychology 2005-11, Vol.41 (6), p.860-871
Hauptverfasser:	Schulting, Amy B, Malone, Patrick S, Dodge, Kenneth A
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Acculturation Adaptation, Psychological Child Child Development Child, Preschool Cohort Studies Community Participation Demographic Characteristics Developmental psychology Educational Policy Educational Practices Educational Status Family Socioeconomic Status Female Human Humans Kindergarten Kindergarten Students Kindergartens Longitudinal Studies Male Outcome and Process Assessment (Health Care) Outcomes of Education Parent Participation Parent School Relationship Parental participation Parenting - psychology Parents Pre-school education Psychology Public Policy School Transition Social policy Socioeconomic Factors Socioeconomic Status Student Adjustment Transition programmes Transitions United States
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