The mediating role of classroom quality on peer effects and language gain in pre-kindergarten Ecse classrooms
Bibliographic Data
| ID | 15029005 |
|---|---|
| Authors | Gloria Yeomans-Maldonado (The Ohio State University), Gloria Yeomans‐Maldonado (0000-0002-3445-2609, The Ohio State University, corresponding author), Laura M Justice (0000-0002-0580-0280, The Ohio State University), Jessica A R Logan (0000-0003-3113-4346, The Ohio State University) |
| Year | 2019 |
| Volume | 23 |
| Issue | 1 |
| Pages | 90-103 |
| Publication date | 2019-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Developmental Science (JOURNAL) |
| Journal identifiers | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10888691.2017.1321484 |
| OpenAlex | W2726424449 |
| Language | EN |
| Citations received | 12 |
| References cited | 39 |
The current study was designed to determine whether classroom quality (i.e., the quality of teacher–child interactions) served as a mediator of peer effects with respect to preschool children’s gain in language skills over an academic year. Participants were 670 preschool-age children (64.6% boys; M = 4 years, 4 months, SD = 7 months) enrolled in 83 inclusive early childhood special education (ECSE) classrooms in multiple school districts in a single Midwestern state. Measures included an index of classroom quality, average level of classmates’ language skills, and fall and spring language assessments for each child. Results showed that both classroom quality and peer effects contributed to children’s language gain over an academic year, showing that both instructional quality and peers are influential to language development. Results did not support a mediating role for classroom quality: that is, classroom quality did not mediate the effects of peers on children’s language gain
Developmental psychology · Early childhood · Early childhood education · Language development · Mathematics education · Quality (philosophy · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Reading and Literacy Development
Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
Contribution of Peers’ Self-Regulation to the Development of Preschoolers’ Self-Regulation, Language, and Literacy Skills in Early Education Classrooms
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How Parental Migration Status Affects Early Development of Rural Children
The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers
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Peer effects in small-group language instruction
Peer effects on dual language learners’ English and Spanish receptive vocabulary development
Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth
Classroom age composition and preschoolers’ language and literacy gains
Reciprocal patterns of peer speech in preschoolers with and without hearing loss
Do Peers’ Skills Matter for Learning in Preschool Classrooms? Within- and Across-Classroom Differences in the Relationship Between Peers’ Academic Skills and Individual Skill Gains
Peer Effects in Preschool Classrooms
The Specificity of Environmental Influence
Teacher qualifications, classroom practices, family characteristics, and preschool experience
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Peer Effects on Children’s Language Achievement During Pre-Kindergarten
Peer Effects in the Classroom
How Children Use Input to Acquire a Lexicon
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence
Language input and child syntax
Centering predictor variables in cross-sectional multilevel models
Cutoff criteria for fit indexes in covariance structure analysis
A general multilevel SEM framework for assessing multilevel mediation.
Multiple Imputation for Nonresponse in Surveys
Peer Effects in Academic Outcomes
A Comparison of Single Sample and Bootstrap Methods to Assess Mediation in Cluster Randomized Trials
Multilevel Modeling of Individual and Group Level Mediated Effects
Advantages of Monte Carlo Confidence Intervals for Indirect Effects
Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties
Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
School readiness and later achievement
The Effects of Universal Pre-K on Cognitive Development
Oral language and code-related precursors to reading
Alternative Ways of Assessing Model Fit
| Unique citing works | 12 |
|---|---|
| Citations per year | 2 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |