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Author: Samrat Bhattacharya
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
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Book Description
Abstract: My dissertation consists of three essays on children's skill acquisition and academic achievement. In all the essays, I use data from the 1979 National Longitudinal Survey of Youth (NLSY79) and the supplemental Child Survey (NLSY-CHILD). In the first essay, I ask whether family structure causally affects the cognitive test scores and behavioral problems of children. I use multiple observations on each child to estimate a first-difference model and net out the effect of child- and parent-specific time-invariant unobservable factors that are correlated with both the test scores and family structure. I find no improvement in mathematics and reading test scores when mother (re)marries. There is also no decrease in these test scores when a child moved from a two biological parent to a single mother household. However, the results for the behavioral problems suggest that there might be some benefit, in terms of lower behavioral problems, of having a father in the household. In the second essay, I analyze whether delaying entry into kindergarten by an academic year helps to improve the academic performance of the delayed entrants. Every year a large number of parents hold their children out of kindergarten for an academic year although they meet the state kindergarten entry cut-offs (popularly known as "red-shirting"). I use a propensity score matching estimation (PSM) technique to estimate the effect of delaying entry into kindergarten for the delayed entrants by comparing test scores of "matched" delayed and non-delayed entrants. I find that delaying entry into kindergarten has a small but statistically significant negative effect on the reading and mathematics test scores of delayed entrants. In the third essay, I ask whether repeating a grade improves the performance of repeaters in mathematics and reading tests. I use a variant of PSM, where PSM is combined with a difference-in-difference estimator, to estimate the effect of repeating a grade for the repeaters. I find that repeating a grade actually lowers the performance on reading and mathematics tests for the repeaters, compared with how they would have performed if they had not repeated a grade.
Author: Samrat Bhattacharya
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
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Book Description
Abstract: My dissertation consists of three essays on children's skill acquisition and academic achievement. In all the essays, I use data from the 1979 National Longitudinal Survey of Youth (NLSY79) and the supplemental Child Survey (NLSY-CHILD). In the first essay, I ask whether family structure causally affects the cognitive test scores and behavioral problems of children. I use multiple observations on each child to estimate a first-difference model and net out the effect of child- and parent-specific time-invariant unobservable factors that are correlated with both the test scores and family structure. I find no improvement in mathematics and reading test scores when mother (re)marries. There is also no decrease in these test scores when a child moved from a two biological parent to a single mother household. However, the results for the behavioral problems suggest that there might be some benefit, in terms of lower behavioral problems, of having a father in the household. In the second essay, I analyze whether delaying entry into kindergarten by an academic year helps to improve the academic performance of the delayed entrants. Every year a large number of parents hold their children out of kindergarten for an academic year although they meet the state kindergarten entry cut-offs (popularly known as "red-shirting"). I use a propensity score matching estimation (PSM) technique to estimate the effect of delaying entry into kindergarten for the delayed entrants by comparing test scores of "matched" delayed and non-delayed entrants. I find that delaying entry into kindergarten has a small but statistically significant negative effect on the reading and mathematics test scores of delayed entrants. In the third essay, I ask whether repeating a grade improves the performance of repeaters in mathematics and reading tests. I use a variant of PSM, where PSM is combined with a difference-in-difference estimator, to estimate the effect of repeating a grade for the repeaters. I find that repeating a grade actually lowers the performance on reading and mathematics tests for the repeaters, compared with how they would have performed if they had not repeated a grade.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Book Description
Author: Peter Gray
Publisher: Alliance for Self-Directed Education
ISBN: 9781952837043
Category :
Languages : en
Pages : 122
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Book Description
Children who grow up in a literate and numerate environment do not need to be taught how to read or how to use numbers to calculate. They pick these skills up in the course of their everyday living. In this collection of essays, developmental psychologist Peter Gray presents the evidence that this is so. He also presents evidence that teaching-especially when it is forced and comes too early-can interfere with children's learning to read and calculate. In addition, in one essay he describes the difference between Self-Directed Education and progressive education, and in another he presents evidence refuting the claim that children lose academic skills during summer vacation from school (the so-called "summer slide"). This book is especially valuable for parents who are thinking of opting out of standard schooling for their children but are concerned about their children's acquisition of academic skills. It is also valuable for educators who are interested in stretching their understanding of how children naturally learn the kinds of skills that schools try to teach.
Author: Sara Meadows
Publisher: Routledge
ISBN: 1135422532
Category : Psychology
Languages : en
Pages : 634
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Book Description
This second edition of The Child as Thinker has been thoroughly revised and updated to provide an informed and accessible overview of the varied and extensive literature on children's cognition. Both theory and research data are critically examined and educational implications are discussed. After a brief discussion of the nature and subject of cognition, Sara Meadows reviews children's thinking in detail. She discusses the ways children remember and organise information in general, the acquisition of skills such as reading, writing and arithmetic, and the development of more complex reasoning as children grow to maturity. As well as studies that typically describe a generalised child, the book also reviews some of the main areas relevant to individual differences in normal cognitive development, and critically examines three major models of cognitive development. In outlining the work of Piaget, information-processing accounts and neo-Vygotskian theories, she also evaluates their different explanations of cognitive development and their implications for education. Finally, the book examines biological and social factors that may be involved in normal and suboptimal cognitive development. Sara Meadows provides an important review of the crucial issues involved in understanding cognitive development and of the new data and models that have emerged in the last few years. This book brings together areas and approaches that have hitherto been independent, and examines their strengths and weaknesses. The Child as Thinker is essential reading for all students of cognitive development.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Mary Gauvain
Publisher: Macmillan
ISBN: 9781429216494
Category : Psychology
Languages : en
Pages : 370
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Book Description
"This collection of readings can be used as a superb supplement in child and adolescent development courses or as the primary text in graduate-level seminars. The new edition offers 36 readings, 12 new to the collection."--Publisher's website.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 288
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Book Description
Author: Jane Clifford O'Brien
Publisher: Elsevier Health Sciences
ISBN: 0323512623
Category : Medical
Languages : en
Pages : 915
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Book Description
**Selected for Doody’s Core Titles® 2024 with "Essential Purchase" designation in Occupational Therapy** The number one book in pediatric OT is back! Focusing on children from infancy to adolescence, Case-Smith's Occupational Therapy for Children and Adolescents, 8th Edition provides comprehensive, full-color coverage of pediatric conditions and treatment techniques in all settings. Its emphasis on application of evidence-based practice includes: eight new chapters, a focus on clinical reasoning, updated references, research notes, and explanations of the evidentiary basis for specific interventions. Coverage of new research and theories, new techniques, and current trends, with additional case studies, keeps you in-step with the latest advances in the field. Developmental milestone tables serve as a quick reference throughout the book! Full-color, contemporary design throughout text includes high-quality photos and illustrations. Case-based video clips on the Evolve website demonstrate important concepts and rehabilitation techniques. Research Notes boxes and evidence-based summary tables help you learn to interpret evidence and strengthen clinical decision-making skills. Coverage of OT for children from infancy through adolescence includes the latest research, techniques and trends. Case studies help you apply concepts to actual situations you may encounter in practice. Learning objectives indicate what you will be learning in each chapter and serve as checkpoints when studying for examinations. A glossary makes it easy for you to look up key terms. NEW! Eight completely new chapters cover Theory and Practice Models for Occupational Therapy With Children, Development of Occupations and Skills From Infancy Through Adolescence, Therapeutic Use of Self, Observational Assessment and Activity Analysis, Evaluation Interpretation, and Goal Writing, Documenting Outcomes, Neonatal Intensive Care Unit, and Vision Impairment. NEW! A focus on theory and principles Practice Models promote clinical reasoning. NEW! Emphasis on application of theory and frames of reference in practice appear throughout chapters in book. NEW! Developmental milestone tables serve as quick reference guides. NEW! Online materials included to help facilitate your understanding of what’s covered in the text. NEW! Textbook is organized into six sections to fully describe the occupational therapy process and follow OTPF.
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1624
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Book Description
