Effects of a statewide pre-kindergarten program on children’s achievement and behavior through sixth grade.

The purpose of the present study is to examine associations between quality of teacher–child relationships from preschool through third grade and children’s third-grade achievement using Phases I, II, and III data from the National Institute of Child Health and Human Development Study of Early Care and Education, a prospective study of 1,364 children from birth through sixth grade. There are three main findings. First, positive associations were found between quality of teacher–child relationships and achievement. Second, high quality teacher–child relationships buffered children from the negative effects of insecure or other maternal attachment on achievement. Third, the effect of quality of teacher–child relationships on achievement was mediated through child and teacher behaviors in the classroom. In sum, high quality teacher–child relationships fostered children’s achievement. Implications for educational practice are discussed.

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Children's School Grades and Sibling Structure

Psychological Reports ◽

10.2466/pr0.1977.41.3f.1055 ◽

1977 ◽

Vol 41 (3_suppl) ◽

pp. 1055-1058 ◽

Cited By ~ 6

Author(s):

Victor G. Cicirelli

Keyword(s):

Grade Point Average ◽

Birth Order ◽

Analysis Of Variance ◽

Family Size ◽

Sixth Grade ◽

Grade Point ◽

School Grades ◽

Children's Achievement ◽

Subject Areas

Children's school grades were examined in relation to birth order, sex of child, and sex of sibling. Subjects were 160 sixth grade children from two-child families. The grade-point-average, computed from end-of-year grades in five subject areas, was used as the dependent variable in analysis of variance. Girls received higher grades than boys and first-born children received higher grades when their sibling was a girl, while second born children received higher grades when their sibling was a boy. This study suggests that earlier findings of higher grades for first born may be due to confounding with family size and that birth order should not be used to explain children's achievement without considering other sibling-structure variables.

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Effects of the Tennessee Prekindergarten Program on children’s achievement and behavior through third grade

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2018.03.005 ◽

2018 ◽

Vol 45 ◽

pp. 155-176 ◽

Cited By ~ 33

Author(s):

Mark W. Lipsey ◽

Dale C. Farran ◽

Kelley Durkin

Keyword(s):

Third Grade ◽

Children's Achievement ◽

And Behavior

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Schools’ influence on their environment

Educational Management Administration & Leadership ◽

10.1177/1741143217707521 ◽

2017 ◽

Vol 46 (5) ◽

pp. 782-799 ◽

Cited By ~ 4

Author(s):

Audrey Addi-Raccah ◽

Jessica Amar ◽

Yahaloma Ashwal

Keyword(s):

Social Change ◽

Local Community ◽

Sixth Grade ◽

Leading Change ◽

Relational System ◽

Sixth Grade Students ◽

Green School ◽

And Behavior ◽

Attitudes And Behavior

This study views school as a platform for leading social change in the local community, with a particular emphasis on the school’s parents as a part of that community. As such, taking the case of a green school, we examined the relative effects of three means –outreach, communication and attentiveness to the local community’s needs – that can instill new norms and behavior among parents. A sample of 95 parents of fifth and sixth grade students answered a questionnaire. It was found that the school’s means for leading change had different impacts on parents’ attitudes and behavior. However, the findings supported that educators could be regarded as institutional carriers of social change through a relational system.

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