國立虎尾科技大學 |

Student-Teacher Relationship Quality for Preschool Students with Disabilities and Delays : = An Examination of Student-Teacher Relationship Quality's Moderating Role Amongst Head Start Student, Teacher, and Classroom Variables and Kindergarten Reading Outcomes.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Student-Teacher Relationship Quality for Preschool Students with Disabilities and Delays :/
其他題名:	An Examination of Student-Teacher Relationship Quality's Moderating Role Amongst Head Start Student, Teacher, and Classroom Variables and Kindergarten Reading Outcomes.
作者:	Nelson, Sydney Rae-Saidoo.
面頁冊數:	1 online resource (214 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9798374408584

Student-Teacher Relationship Quality for Preschool Students with Disabilities and Delays : = An Examination of Student-Teacher Relationship Quality's Moderating Role Amongst Head Start Student, Teacher, and Classroom Variables and Kindergarten Reading Outcomes.
Nelson, Sydney Rae-Saidoo.

Student-Teacher Relationship Quality for Preschool Students with Disabilities and Delays :An Examination of Student-Teacher Relationship Quality's Moderating Role Amongst Head Start Student, Teacher, and Classroom Variables and Kindergarten Reading Outcomes. - 1 online resource (214 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--Michigan State University, 2023.

Includes bibliographical references

Student-teacher relationship quality (STRQ) influences a variety of student outcomes, including academic, social, and behavioral functioning (McGrath & Van Bergen, 2015). Less is known about the importance of STRQ for preschool students with disabilities. Many studies are conducted with school-aged, typically developing students (Ansari et al., 2020; Hamre & Pianta, 2001), despite recognition that STRQ may be especially meaningful for young, vulnerable populations (Hajovsky et al., 2017; Sabol & Pianta, 2012). Among studies investigating the importance of STRQ for students with disabilities, most research investigates the connection between student background variables and STRQ, rather than how STRQ may influence other associations (Zendarski et al., 2020). In addition, studies tend to include students with specific disabilities and small sample sizes (e.g., Blacher et al., 2014; Eisenhower et al., 2007), which can be difficult to generalize.To address these gaps, the Family and Child Experiences Survey (FACES 2009), a nationally representative data set, was used in the present study to examine the following for preschool students with disabilities and delays: 1) the association between student-teacher relationship quality (STRQ) and student's kindergarten academic outcomes, 2) the association between Head Start student, teacher, classroom (HS-STC) variables and student kindergarten academic outcomes while accounting for student background variables, and 3) the role of STRQ as a moderator between HS-STC variables and student kindergarten academic outcomes while accounting for student background variables. STRQ was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008). Structural equation modeling using latent-factor moderation analysis was completed using Mplus Version 8.6 software (Muthen & Muthen, 1998-2017).Study results suggest that STRQ moderated the association between student gender and kindergarten reading outcomes, such that male students with disabilities and delays performed better on reading outcomes when STRQ in Head Start was strong. Teacher experience and Head Start reading outcomes were significantly associated with kindergarten reading outcomes. Specifically, better kindergarten reading outcomes were associated with students who had Head Start teachers with less experience and students who performed better on preschool reading outcomes. Study limitations and implications for future research and practice are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798374408584Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Head StartIndex Terms--Genre/Form:

554714
Electronic books.

Student-Teacher Relationship Quality for Preschool Students with Disabilities and Delays : = An Examination of Student-Teacher Relationship Quality's Moderating Role Amongst Head Start Student, Teacher, and Classroom Variables and Kindergarten Reading Outcomes.
LDR:04197ntm a2200433K 4500 001 1141534
005 20240318062632.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798374408584
035 $a (MiAaPQ)AAI30249309
035 $a AAI30249309
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Nelson, Sydney Rae-Saidoo. $3 1465371
245 1 0 $a Student-Teacher Relationship Quality for Preschool Students with Disabilities and Delays : $b An Examination of Student-Teacher Relationship Quality's Moderating Role Amongst Head Start Student, Teacher, and Classroom Variables and Kindergarten Reading Outcomes.
264 0 $c 2023
300 $a 1 online resource (214 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
500 $a Advisor: Rispoli, Kristin.
502 $a Thesis (Ph.D.)--Michigan State University, 2023.
504 $a Includes bibliographical references
520 $a Student-teacher relationship quality (STRQ) influences a variety of student outcomes, including academic, social, and behavioral functioning (McGrath & Van Bergen, 2015). Less is known about the importance of STRQ for preschool students with disabilities. Many studies are conducted with school-aged, typically developing students (Ansari et al., 2020; Hamre & Pianta, 2001), despite recognition that STRQ may be especially meaningful for young, vulnerable populations (Hajovsky et al., 2017; Sabol & Pianta, 2012). Among studies investigating the importance of STRQ for students with disabilities, most research investigates the connection between student background variables and STRQ, rather than how STRQ may influence other associations (Zendarski et al., 2020). In addition, studies tend to include students with specific disabilities and small sample sizes (e.g., Blacher et al., 2014; Eisenhower et al., 2007), which can be difficult to generalize.To address these gaps, the Family and Child Experiences Survey (FACES 2009), a nationally representative data set, was used in the present study to examine the following for preschool students with disabilities and delays: 1) the association between student-teacher relationship quality (STRQ) and student's kindergarten academic outcomes, 2) the association between Head Start student, teacher, classroom (HS-STC) variables and student kindergarten academic outcomes while accounting for student background variables, and 3) the role of STRQ as a moderator between HS-STC variables and student kindergarten academic outcomes while accounting for student background variables. STRQ was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008). Structural equation modeling using latent-factor moderation analysis was completed using Mplus Version 8.6 software (Muthen & Muthen, 1998-2017).Study results suggest that STRQ moderated the association between student gender and kindergarten reading outcomes, such that male students with disabilities and delays performed better on reading outcomes when STRQ in Head Start was strong. Teacher experience and Head Start reading outcomes were significantly associated with kindergarten reading outcomes. Specifically, better kindergarten reading outcomes were associated with students who had Head Start teachers with less experience and students who performed better on preschool reading outcomes. Study limitations and implications for future research and practice are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Special education. $3 567627
650 4 $a Educational evaluation. $3 555501
650 4 $a Educational psychology. $3 555103
653 $a Head Start
653 $a Student-teacher relationship
653 $a Students with disabilities
653 $a Relationship qualities
653 $a Preschool students
653 $a Classroom variable
653 $a Kindergarten reading outcomes
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0443
690 $a 0518
690 $a 0529
710 2 $a Michigan State University. $b School Psychology - Doctor of Philosophy. $3 1465372
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30249309 $z click for full text (PQDT)