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Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy./
作者:	Throndsen, Jennifer E.
面頁冊數:	1 online resource (133 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355873665

Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.
Throndsen, Jennifer E.

Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. - 1 online resource (133 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2018.

Includes bibliographical references

As students enter kindergarten, some students are more academically prepared than others. This study looked at the relationships among preschool attendance, preschool type (i.e., public, private, Head Start, and home-based technology providers) and preschool quality and early mathematical literacy skills for diverse students. The study sought to answer three research questions: What is the relationship between preschool attendance and early mathematical literacy? What is the relationship between preschool type and early mathematical literacy? What is the relationship between preschool quality and early mathematical literacy? Within each research question, there was also an investigation to see if there were differing effects for diverse student demographics. Data was obtained from the USBE in relation to preschool enrollment records and kindergarten entry scores on the state mandated Kindergarten Entry and Exit Profile (KEEP) assessment for all kindergarten students enrolled in the 2017-18 school year. The researcher conducted a 2x2 Factor ANOVA, independent group means t-tests, and multiple regression analysis to determine relationships among preschool attendance, type, and quality and early mathematical literacy. In general, the independent variables of attending preschool and the quality of the preschool did not seem to have the positive influence expected on early mathematical literacy as a whole, but when looking more specifically at the demographic covariates, there were some positive influences. Students who participated in online preschool programming on average experienced the highest early mathematical literacy scores. Overall, the results suggested that students from diverse backgrounds experience improved early mathematical literacy when they attended preschool. Therefore, with the limited funding available for preschool, policymakers should consider which students might most benefit from preschool experience and target limited resources to such populations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355873665Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.
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502 $a Thesis (Ph.D.)--Utah State University, 2018.
504 $a Includes bibliographical references
520 $a As students enter kindergarten, some students are more academically prepared than others. This study looked at the relationships among preschool attendance, preschool type (i.e., public, private, Head Start, and home-based technology providers) and preschool quality and early mathematical literacy skills for diverse students. The study sought to answer three research questions: What is the relationship between preschool attendance and early mathematical literacy? What is the relationship between preschool type and early mathematical literacy? What is the relationship between preschool quality and early mathematical literacy? Within each research question, there was also an investigation to see if there were differing effects for diverse student demographics. Data was obtained from the USBE in relation to preschool enrollment records and kindergarten entry scores on the state mandated Kindergarten Entry and Exit Profile (KEEP) assessment for all kindergarten students enrolled in the 2017-18 school year. The researcher conducted a 2x2 Factor ANOVA, independent group means t-tests, and multiple regression analysis to determine relationships among preschool attendance, type, and quality and early mathematical literacy. In general, the independent variables of attending preschool and the quality of the preschool did not seem to have the positive influence expected on early mathematical literacy as a whole, but when looking more specifically at the demographic covariates, there were some positive influences. Students who participated in online preschool programming on average experienced the highest early mathematical literacy scores. Overall, the results suggested that students from diverse backgrounds experience improved early mathematical literacy when they attended preschool. Therefore, with the limited funding available for preschool, policymakers should consider which students might most benefit from preschool experience and target limited resources to such populations.
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