Index Catalog // ScholarsArchive@OSU

Moving Towards Academic Success and Life Long Learning

Creator:: Becker, Derek R.
Abstract:: Early learning skills, such as executive function (EF), are a key component of healthy development and predict long-term academic success. Yet many children are entering kindergarten without the necessary skills (including EF) that are needed to set them on a successful learning trajectory. Early prekindergarten classrooms that encourage a high...
Resource Type:: Dissertation
Full Text:: AN ABSTRACT OF THE DISSERTATION OF Derek R. Becker for the degree of Doctor of Philosophy in Human

The relationship of full day kindergarten, children's self-regulation, and early academic achievement

Creator:: Alonso, Jessica, G.
Abstract:: Strong self-regulation skills can predict academic success in early childhood contexts, specifically for math and literacy skills, thus laying the foundation for future success (McClelland & Cameron, 2012; McClelland & Ponitz, 2011). Children’s exposure to increased instructional time in school through programs such as full day kindergarten (FDK) has also...
Resource Type:: Masters Thesis
Full Text:: moderator (Barber, Munz, Bagsby, & Grawitch, 2009; Bierman, Nix, Greenberg, Blair, & Domitrovich, 2008

Strengthening school readiness for children at risk : evaluating self-regulation measures and an intervention using classroom games

Creator:: Schmitt, Sara A.
Abstract:: In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given these documented gaps in self-regulation, it has become...
Resource Type:: Dissertation
Full Text:: al., 2008; Diamond, Barnett, Thomas, & Munro, 2007; Bierman, Nix, Greenberg, Blair, & Domitrovich

The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior

Creator:: Tracy, Alexis
Abstract:: Positive teacher-child relationships, characterized by warmth and closeness, are associated with better behavioral and academic outcomes for children in preschool and elementary school (Hamre & Pianta, 2005). Supporting teachers to establish these positive relationships with children is important in all early care and education (ECE) programs. Head Start programs, designed...
Resource Type:: Masters Thesis
Full Text:: trajectories often benefit more from quality ECE experiences than their more advantaged peers (Bierman, Nix

English Proficiency and Executive Function in Dual Language Learners Enrolled in Head Start

Creator:: Merculief, Alexis
Abstract:: Dual Language Learners (DLLs) represent a substantial subpopulation in United States preschool programs (Aikens, Kinas, Malone, Tarullo, & Harding, 2017). DLLs often come from low socio-economic backgrounds and encounter barriers to academic success (National Academies of Science, 2017; Thomas & Collier, 2002). One consistent predictor of academic success is executive...
Resource Type:: Masters Thesis
Full Text:: measured by the HTKS-R task)............................43 2. Results of the Residualized Change

Attitude-behavior fit in preschool peer relations : configurations of sociometry and social participation

Creator:: Shankar, Ila
Abstract:: The study of preschool children's peer relations has primarily employed sociometric interviews and observations of children's social participation during free-play situations as methods of assessment. These assessments of peer relations have traditionally demonstrated lack of fit between attitude (as measured by sociometry) and behavior (observation of social participation). Often, sociometric...
Resource Type:: Dissertation
Full Text:: and Daniels-Beirness (1983) found that over time (r = .48) from kindergarten to the first grade, the

Profiles of Children’s Cognitive Self-Regulation Around the Transition to School

Creator:: Miao, Alicia J.
Abstract:: Cognitive self-regulation and the behavioral manifestations of cognitive self-regulation are important aspects of school readiness, yet less is known about the variation in measurement modalities within children. In this dissertation, two studies examined the makeup, antecedents, and consequents of constellations of cognitive self-regulation (CSR) measures around the transition to formal...
Resource Type:: Dissertation
Full Text:: ., 2016) or teacher- reports (Sasser, Beekman, & Bierman, 2015). One study using multiple measurement

Examining the Contribution of Self-Regulation and Executive Function Skills to School Readiness and Longer-Term Achievement Gaps: A Replication and Extension in Statewide and National Datasets

Creator:: Finders, Jennifer K.
Abstract:: Self-regulation in early childhood encompasses higher-order executive function processes and lower-order emotional responses that enable children to navigate the classroom environment. Although self-regulation and executive functions are overlapping constructs, self-regulation represents a broad assessment of children’s ability to call upon executive function processes in order to meet contextual demands. Prior...
Resource Type:: Dissertation
Full Text:: , 2014; Sabol & Pianta, 2012; Welsh, Nix, Blair, Bierman, & Nelson, 2010), with the strongest links

Profiles of Community Resources and their Influence on Self-Regulation at Preschool : A Focus on Children from Low-Income Families

Creator:: Finders, Jennifer K.
Abstract:: Self-regulation skills lay the foundation for short- and long-term school success, and strengthening these skills in early childhood can have significant implications for immediate and future life outcomes (e.g., Blair & Diamond, 2008; McClelland, Acock, Piccinin, Rhea, & Stallings, 2013). A large body of literature has investigated how characteristics of...
Resource Type:: Masters Thesis
Full Text:: 2007; Razza, Martin, & Brooks-Gunn, 2010; Welsh, Nix, Blair, Bierman, & Nelson, 2010). Family income

Early Childhood Teachers’ Compassion Fatigue: The Roles of Adverse Childhood Experiences and Supportive Relationships with Leaders and Co-Teachers

Creator:: Abshire, Caitlyn J.
Abstract:: Compassion fatigue is a common struggle that helping professionals face; however, it is not yet well understood in early childhood teachers. Compassion fatigue results from caring for individuals who have had traumatic experiences, which can cause physical and emotional exhaustion, leading to a diminished ability to empathize with individuals in...
Resource Type:: Masters Thesis

ScholarsArchive@OSU

Moving Towards Academic Success and Life Long Learning

The relationship of full day kindergarten, children's self-regulation, and early academic achievement

Strengthening school readiness for children at risk : evaluating self-regulation measures and an intervention using classroom games

The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior

English Proficiency and Executive Function in Dual Language Learners Enrolled in Head Start

Attitude-behavior fit in preschool peer relations : configurations of sociometry and social participation

Profiles of Children’s Cognitive Self-Regulation Around the Transition to School

Examining the Contribution of Self-Regulation and Executive Function Skills to School Readiness and Longer-Term Achievement Gaps: A Replication and Extension in Statewide and National Datasets

Profiles of Community Resources and their Influence on Self-Regulation at Preschool : A Focus on Children from Low-Income Families

Early Childhood Teachers’ Compassion Fatigue: The Roles of Adverse Childhood Experiences and Supportive Relationships with Leaders and Co-Teachers

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