TY - JOUR
T1 - Assessing Noncognitive Aspects of School Readiness
T2 - The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning
AU - Hunter, Leah J.
AU - Bierman, Karen L.
AU - Hall, Cristin M.
N1 - Funding Information:
This work was supported by National Institute of Child Health and Human Development Grant Nos. HD046064 and HD43763 and by a training grant from the Institute of Education Sciences (grant number R305B090007). Opinions expressed are our own and do not necessarily represent the granting agencies.
Publisher Copyright:
© 2018, © 2018 Taylor & Francis.
PY - 2018/11/17
Y1 - 2018/11/17
N2 - Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.
AB - Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.
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U2 - 10.1080/10409289.2018.1495472
DO - 10.1080/10409289.2018.1495472
M3 - Article
AN - SCOPUS:85052140357
SN - 1040-9289
VL - 29
SP - 1081
EP - 1094
JO - Early Education and Development
JF - Early Education and Development
IS - 8
ER -