دانلود مقاله ISI انگلیسی شماره 78280
عنوان فارسی مقاله

پیش بینی کننده های سطح سایتی کودکان مدرسه ای و شایستگی اجتماعی در مراکز فرزند- پدر و مادر شیکاگو

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
78280 2004 24 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Site-level predictors of children’s school and social competence in the Chicago Child–Parent Centers
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Early Childhood Research Quarterly, Volume 19, Issue 2, 2nd Quarter 2004, Pages 273–296

کلمات کلیدی
سطح سایت ؛ کودک و والد؛
پیش نمایش مقاله
پیش نمایش مقاله پیش بینی کننده های سطح سایتی کودکان مدرسه ای و شایستگی اجتماعی در مراکز فرزند- پدر و مادر شیکاگو

چکیده انگلیسی

We examined the influence of individual and site-level factors from the Chicago Child–Parent Centers (CPC) early educational program on four competence outcomes for 1539 minority youth in the Chicago Longitudinal Study. Individual-level factors included race, gender, risk status, kindergarten duration, and preschool and follow-on experience. Two models were developed to examine site-level factors. The program model included instructional approach, site location, and parent involvement. The school model included the percentage of families that were low-income and the percentage of families that were residentially stable. Outcomes included kindergarten word analysis, eighth grade reading achievement, high school completion, and juvenile delinquency. Results based on hierarchical linear modeling (HLM) analyses indicated that preschool participation was more important than any of the site-level factors. The most consistent site-level finding was that lower income levels within a school attendance area was linked with poorer school and social outcomes. Site-level parental involvement predicted both early and later school outcomes. Instructional approach was not a significant program factor. Site location and family stability were not typically predictive of child outcomes. Policy implications and limitations of the study are addressed.

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