Does the timing of kindergarten absences matter for children’s early school success?

Pianta, Robert C.; Whittaker, Jessica Vick; Vitiello, Virginia E.; Ruzek, Erik; Zhang, Junyao

doi:10.1037/spq0000434

Cited by 6 publications

(5 citation statements)

References 46 publications

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“…In the context of ECE, similar to correlates of teacher depressive symptoms, burnout has been found to predict lower instructional support among Head Start teachers (Sandilos et al, 2020). Another study showed that emotional exhaustion among teachers is related to lower-quality interactions with their students (Ansari et al, 2022). These findings highlight the negative outcomes of poor teacher well-being.…”

Section: Association Between Teacher Well-being On Teaching Adaptabilitymentioning

confidence: 83%

Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions

Garcia,

Jeon,

Kwon

et al. 2024

Front. Educ.

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The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers’ well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers’ well-being is directly and indirectly related to adaptability to virtual instruction via teachers’ executive function during the COVID-19 pandemic. With a research-practice partnership project in a Head Start program in a metropolitan area in the central United States, data were collected from the Early Head Start/Head Start annual teacher survey (n = 148). Mediation analysis showed that teachers who demonstrated higher well-being displayed higher levels of executive function, which in turn was associated with greater adaptability in virtual instruction. Beyond the pandemic, findings highlight the importance of supporting teachers’ well-being and executive functions to promote adaptability, which is critical not only in virtual instruction, but also in successfully navigating other challenges of the teaching profession.

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Section: Association Between Teacher Well-being On Teaching Adaptabilitymentioning

confidence: 83%

Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions

Garcia,

Jeon,

Kwon

et al. 2024

Front. Educ.

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show abstract

“…Additionally, applying adaptive coping strategies in the classroom can support teachers in coping with conflicts with students and pursuing high-quality relationship. Being able to cope with negative emotions and conflicts in interactions with students allows teachers to remain sensitive to the students' needs (Koenen et al, 2019b;Ansari et al, 2020b). During a conflict, teachers first need to cope with their own emotions before they are able to reconcile with the student and tend to the student's needs.…”

Section: Situation-specific Skillsmentioning

confidence: 99%

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Borremans,

Koomen,

Spilt

2024

Front. Educ.

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It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with students, even those typically at-risk for conflictual relationships, we propose a learning trajectory targeting teachers’ dyadic relationship-building competence to be implemented in initial teacher education. Such a learning trajectory allows for progressively deepening the level of understanding and self-reflection throughout the three-year initial education program. To address teachers’ relationship-building competence in teacher education, relevant competencies, selected in previous research by an independent expert panel, were translated into specific learning goals, learning activities, and materials in close collaboration with partner university colleges. An overview of planned quantitative and qualitative data collection is presented. The learning trajectory could strengthen initial pre-primary and primary teacher education programs in supporting pre-service teachers’ relationship-building competence.

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“…However, the negative impact of student absences on achievement may depend on the timing of absences within or across school years. A few studies have investigated whether absences have a different impact on children's achievement in end-of-year exams during different depending on when they occurred during the school year (Ansari et al, 2021;Chen et al, 2016; found that spring absences, as opposed to autumn absences, were associated with lower spring exam scores, with the 30-day window preceding the test being the most crucial.…”

Section: Introductionmentioning

confidence: 99%

Does the impact of pupil absences on achievement depend on their timing?

Dräger,

Klein,

Sosu

2024

Preprint

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Using linked data from the Millennium Cohort Study and National Pupil Database (N = 8,139), this study examined how the timing of school absences (years 1 to 11 between 2006 and 2017) affects achievement at the end of compulsory schooling in England. Absences during any school year are harmful to student achievement. However, absences in years 6 (final primary school year) to 10 (penultimate year of compulsory schooling) are between 1.6 and 2.0 times more detrimental to academic performance than in other years. Every school year, authorized absences hurt academic performance as much as unauthorized absences. To test the robustness of our findings, we used comparable data and analytic methods for Wales and reached the same conclusions. Our study points to the importance of addressing absences at every stage of the school year to improve educational achievement for all students, particularly at the transitional stages of primary to secondary school.

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Does the timing of kindergarten absences matter for children’s early school success?

Cited by 6 publications

References 46 publications

Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions

Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Does the impact of pupil absences on achievement depend on their timing?

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