Type of Document Dissertation Author Schlee, Bethanne McKenna URN etd-04052007-190835 Title Predictors of Academic Achievement During Early Childhood Degree Doctor of Philosophy Department Family and Child Sciences, Department of Advisory Committee
Advisor Name Title Ann K Mullis Committee Chair Patrice Iatarola Committee Member Ronald L Mullis Committee Member Keywords
- Social Capital
- Academic Achievement
Date of Defense 2007-03-19 Availability unrestricted AbstractABSTRACT
Although research in the area of academic achievement has expanded over the past several years, questions about the individual and social factors, especially in early childhood, remain unanswered. The purpose of this study is to examine to what extent parents and teacher/schoolís social capital and resource capital predict academic achievement in early childhood. It is also the purpose of this study to examine the usefulness of social capital theory in claming and understanding of academic achievement in early childhood. This study utilized the Early Childhood Longitudinal Study, (ECLS) Kindergarten class of 1998-1999. Children, their parents, and teachers/school administrators who participated in the study in the Spring of 1999 (baseline) and the Spring of 2002 (third grade) was the focus of this research. Results from this study found that teacher/school social capital is a better predicator of childrenís academic achievement than parentsí social capital Results from this study found that parentís resource capital was a better predictor of childrenís academic achievement than teacher/school resource capital. This study also discusses the findings in relation to implications for future research and policy work.
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