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dc.contributor.advisorByrnes, James P.
dc.creatorAlexander, Julia Teresa
dc.date.accessioned2020-10-20T13:33:17Z
dc.date.available2020-10-20T13:33:17Z
dc.date.issued2011
dc.identifier.other864884942
dc.identifier.urihttp://hdl.handle.net/20.500.12613/663
dc.description.abstractThe purpose of this study is to examine the role of center-based care and children's school readiness in predicting their first and third grade reading and mathematics achievement. Predictions derived from an opportunity-propensity theoretical framework applied to data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99. The study examined the impact of antecedent factors (e.g., socioeconomic status, parental expectations), opportunities to learn (e.g., center-based care), and children's propensities to learn (emergent reading and mathematics skills, approaches to learning) on first and third grade reading and mathematics assessment scores, and whether center-based care moderates the impact of multiple health and environmental risks for vulnerable children.
dc.format.extent155 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectPsychology
dc.subjectAcademic Achievement
dc.subjectChildren
dc.subjectEarly Care and Education
dc.subjectRisk
dc.titleRisk, Emergent Skills, and First to Third Grade Achievement: An Opportunity-Propensity Analysis
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberFullard, William
dc.contributor.committeememberHindman, Annemarie H.
dc.contributor.committeememberSilver, Judith Ann
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/645
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-20T13:33:17Z


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