Prekindergarten children's executive functioning skills and achievement gains : (Record no. 71976)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02139nab a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | PILC |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20221123182033.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 150723s9999 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Fuhs, Mary Wagner. |
| 245 10 - TITLE STATEMENT | |
| Title | Prekindergarten children's executive functioning skills and achievement gains : |
| Remainder of title | the utility of direct assessments and teacher ratings / |
| Statement of responsibility, etc. | Christopher S. Rozek, Janet S. Hyde, Ryan C. Svoboda, Judith M. Harackiewicz, Chris S. Hulleman |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | February 2015. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Educational Psychology |
| Number of part/section of a work | 107 : 1, page 207-221 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | An accumulating body of evidence suggests that young children who exhibit greater executive functioning (EF) skills in early childhood also achieve more academically. The goal of the present study was to examine the unique contributions of direct assessments and teacher ratings of children's EF skills at the beginning of prekindergarten (pre-k) to gains in academic achievement over the pre-k year. Data for the current study come from a subsample of children recruited for a large-scale pre-k curriculum intervention. This subsample (n = 719) was restricted to all children who were native English speakers and had at least 1 pretest and posttest score on the assessments. Several important findings emerged. Teacher reports of EF and direct assessments were correlated, particularly when EF direct assessments were modeled as a single component score. When entered into the models simultaneously, both teacher ratings and direct assessments significantly predicted academic gains in literacy and mathematics; however, the direct assessments were only marginal in predicting gains in language. EF skills accounted for the largest proportion of variance in mathematics achievement gains. The value of using both types of measures in future research is discussed. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Preschool education. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teacher ratings. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Academic achievement. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Educational evaluation. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Curriculum development. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Articles |
| Source of classification or shelving scheme | Library of Congress Classification |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| Cataloger's initials, CIN (RLIN) | 74809 |
| First Date, FD (RLIN) | 133172 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Not For Loan | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 11/10/2015 | 11/10/2015 | 11/10/2015 | Articles |