How Does an Academically-Oriented Kindergarten Classroom Impact Children's Outcomes?

以学术为导向的幼儿园课堂如何影响儿童的学习成果？

基本信息

批准号：
9197674
负责人：
Vi-Nhuan Le
金额：
$ 8.76万
依托单位：
NATIONAL OPINION RESEARCH CENTER
依托单位国家：
美国
项目类别：
财政年份：
2015
资助国家：
美国
起止时间：
2015-12-18 至 2018-11-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9197674
关键词：
Academic achievement Accountability Achievement Address Adopted Advocate Anecdotes Anxiety Area Arts Attention Behavioral Child Child Advocacy Childhood Cognition Competence Data Data Set Development Educational Curriculum Educational process of instructing Eligibility Determination Emotional English Learner Equation Ethnic group Exposure to Fostering Income Informal Social Control Instruction Language Laws Learning Left Longitudinal Studies Low income Mathematics Movement Music Outcome Outcome Measure Parents Performance Physical Education Play Policies Price Publications Readiness Reading Reporting Research Schools Science Silicon Dioxide Specificity Students Subgroup Testing Time Veins Water Writing academic preparation base cooking early childhood first grade improved kindergarten pressure public health relevance racial and ethnic skills social teacher

项目摘要

DESCRIPTION (provided by applicant): Against a backdrop of school accountability policies in which standards, assessments, and high-stakes consequences attached to test scores have elevated the importance of academic preparation and performance, the kindergarten classroom has become increasingly academics-focused. The growing emphasis on academics at kindergarten has fostered a number of concerns. First, prior research suggests that although kindergarten has become increasingly academics-focused at all income levels, this is especially true for upper-income children. To the extent that an academically-oriented curriculum is associated with improved achievement, then the school readiness gaps that have been observed between poorer and wealthier kindergartners may not be mitigated. Second, there is concern that a heightened focus on academics is stressful for children and may negatively impact their social-emotional outcomes. Despite the numerous publications put forth by child advocacy groups regarding their concerns that the move to an academic kindergarten classroom undermines the development of the "whole child," the evidence at this stage is primarily anecdotal. The purpose of this study is to explore the impact an academically-oriented kindergarten curriculum may have on the achievement gap between lower- and upper-income children and on children's social-emotional outcomes. Using data from the nationally-representative Early Childhood Longitudinal Study of Kindergarteners in 2010 (ECLS-K: 2011), we will address the following research questions: 1) To what extent are kindergarten classrooms focusing on academic content? Is there a relationship between instructional time/content coverage and percent of FRPL students in the school? 2) Is exposure to an academically-oriented kindergarten classroom associated with higher achievement? Does it narrow the achievement gap between poorer and wealthier children? Do these effects differ by the other NCLB reporting subgroups (i.e., students from major racial/ethnic groups, students with special needs, and English Language Learners (ELL))? 3) Is there a relationship between an academically-oriented kindergarten classroom and children's socio- emotional outcomes? 4) What is the impact of an academically-oriented kindergarten curriculum on children's academic and social- emotional outcomes measured at first grade?

描述（由适用提供）：在学校问责制政策的背景下，与考试成绩相关的标准，评估和高风险后果提高了学术准备和表现的重要性，幼儿园的课堂已经越来越以学术为中心。幼儿园对学者的越来越重视引起了许多担忧。首先，先前的研究表明，尽管幼儿园在所有收入水平上都变得越来越以学者为中心，但对于高收入儿童而言尤其如此。在一定程度上，准确的面向课程与成就的改善有关，那么在较贫穷和较富有的幼儿园者之间观察到的学校准备差距可能不会得到减轻。其次，人们担心对学者的关注对儿童压力很大，可能会对他们的社会情感成果产生负面影响。尽管儿童倡导小组发表了众多出版物，因为他们担心的是，搬到学术幼儿园的教室会破坏“整个孩子”的发展，但现阶段的证据主要是轶事。这项研究的目的是探讨准确的幼儿园课程对低收入儿童和上等儿童之间的成就差距以及儿童社会情感成果的影响。利用来自2010年幼儿园的全国代表性幼儿纵向研究（ECLS-K：2011）的数据，我们将解决以下研究问题：1）幼儿园课程在多大程度上关注学术内容？教学时间/内容覆盖范围与学校的FRPL学生百分比之间有关系吗？ 2）暴露于与更高成就相关的以学术为导向的幼儿园教室吗？它会缩小贫穷和富裕儿童之间的成就差距吗？这些效果是否有其他NCLB报告亚组（即来自主要种族/族裔群体的学生，特殊需要的学生和英语学习者（ELL））是否有所不同？ 3）以学术为导向的幼儿园教室与儿童社会情感成果之间有关系吗？ 4）以学术为导向的幼儿园课程对儿童学术和社会情感成果的影响是什么？