小学早期残疾儿童学业技能差异的季节性分析

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2022-05-10 DOI:10.1086/719508
North Cooc, David M. Quinn
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引用次数: 1

摘要

研究儿童学术技能的季节性变化的研究主要集中在夏季的学习损失或停滞,特别是来自低收入或少数种族和民族背景的学生。在本研究中,我们将文献扩展到另一个可能易受夏季学习损失影响的学生群体:残疾儿童。利用2010-2011年幼儿纵向研究(ECLS-K:2011)中具有全国代表性的数据,我们研究了残疾儿童在学年和夏季期间相对于非残疾儿童的学习技能的变化。残疾儿童是指接受个性化教育计划或接受特殊教育服务的儿童。研究结果表明,两组学生在学习速度上的不平等在早期阶段,尤其是在幼儿园阶段,比夏季阶段更加明显。研究结果的一个政策含义是,学校可能需要更多地关注残疾儿童的幼儿园过渡。
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A Seasonal Analysis of Disparities in Academic Skills for Early Elementary School Children with Disabilities
Studies examining seasonal variation in academic skills for children have focused on learning loss or stagnation during the summer, particularly for students from low-income or minoritized racial and ethnic backgrounds. In this study, we expand the literature to focus on another student population that may be susceptible to summer learning loss: children with disabilities. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), we examined changes in the academic skills of children with disabilities—defined in terms of having an individualized education plan or receiving special education services—relative to peers without disabilities during the school year and summer months. Results indicate that inequality in learning rates between both groups tends to widen more during the early school years, particularly in kindergarten, than summer. One policy implication of the findings is schools may need to focus more on kindergarten transition for children with disabilities.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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