Wayne A. Mayfield, Manda Tiwari, Elizabeth M. Knight, Jo Anne S. Ralston, Ryanne DeSpain, Sara Gable
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引用次数: 0
Abstract
The Missouri Parents as Teachers (PAT) Parent Education Program is a voluntary and universal home visiting program available to all Missouri families who are expecting a child or who have a child ages birth to kindergarten entry. Families participating in the Missouri PAT Parent Education Program receive a variety of family support services, including family personal visits with trained parent educators to develop parent practices and child school readiness. Research indicates that home visiting components of parent education programs support child academic outcomes. However, studies have not extensively examined how variation in participation, including the developmental period of exposure—the child's age upon entry and duration of participation—and number and frequency of home/family visits, is associated with child outcomes. In this study, we used linear probability regression to examine associations between variation in participation in the Missouri PAT Parent Education Program and child third grade proficiency in math and English language arts (ELA) (n = 9777), while controlling for relevant child, parent, family, and school-level factors. We also tested the potential moderating role of family low-income status at enrollment into the program. We found that the number of family personal visits was positively associated with third-grade math and ELA proficiency, whereas no significant findings emerged for developmental period of program exposure. Our findings indicate that increased exposure to the Missouri PAT Parent Education Program was positively associated with third-grade academic achievement for all children, including those from low-income families.
密苏里州 "家长即教师"(PAT)家长教育计划是一项自愿性和普遍性的家访计划,密苏里州所有待产家庭或孩子从出生到上幼儿园的家庭均可参加。参与密苏里州 "家长就是孩子 "家长教育计划的家庭可获得各种家庭支持服务,包括由训练有素的家长教育工作者进行的家庭个人访问,以培养家长的做法和儿童的入学准备。研究表明,家长教育计划中的家访内容有助于提高儿童的学习成绩。然而,尚未有研究对参与情况的变化(包括接触的发展期--儿童加入时的年龄和参与的持续时间--以及家访/家庭访问的次数和频率)与儿童学业成绩的关系进行广泛的研究。在本研究中,我们使用线性概率回归法检验了密苏里州 PAT 家长教育计划参与情况的变化与儿童三年级数学和英语语言艺术(ELA)能力(n = 9777)之间的关联,同时控制了相关的儿童、家长、家庭和学校层面的因素。我们还测试了家庭低收入状况在项目注册时的潜在调节作用。我们发现,家庭个人访问的次数与三年级的数学和英语语言能力呈正相关,而与项目接触的发展期则无显著相关。我们的研究结果表明,参与密苏里州 PAT 家长教育计划的次数增加与所有儿童(包括低收入家庭的儿童)的三年级学业成绩呈正相关。
期刊介绍:
For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.