Reconsidering School Readiness: Conceptual and Applied Perspectives

Crnic, Keith A.; Lamberty, Gontran

doi:10.1207/s15566935eed0502_2

Cited by 56 publications

(31 citation statements)

References 17 publications

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“…It has also been shown that social class, housing, and access to resources have considerable impact on acquisition of value systems as much as on academic achievement (Crnic and Lamberty, 1994;Ichado, 1998). Hill and Sandfort (1995: p. 106) state that low SES is 'an important impediment to physical growth, cognitive development, and socio-emotional development.…”

Section: Introductionmentioning

confidence: 99%

Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

Arikan¹

2011

ELT

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Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers' (n= 412) perceptions of the target language and culture are sought to be answered in relation to their present knowledge of the target language and culture and their socioeconomic status. The results indicate that the participants see themselves knowledgeable in target language, but insufficient in target culture. Similarly, target culture is much less appreciated than the language. It is also shown that attitudes toward target language, knowledge of target culture, parental use of target language, family income, and father's job have significant influence on prospective teachers' perceptions.

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Section: Introductionmentioning

confidence: 99%

Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

Arikan¹

2011

ELT

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“…They further suggested that the realm of readiness screenings be enlarged beyond those of the traditional abilities and skills that are tested, to include some measure of social processes. Crnic and Lamberty (1994) have cautioned that many readiness instruments do not tap domains that are strongly correlated with later cognitive demands nor is there necessarily a theoretical basis for the inclusion of particular skills in screening and readiness instruments. Although valid preschool assessment is contingent upon integrating the precursors of later knowledge into the process, Lidz (1991) remarked that these precursors may actually be indistinguishable or too individualistic to allow for their incorporation in the assessment process.…”

Section: Insufficient Content Domainmentioning

confidence: 99%

The early assessment conundrum: Lessons from the past, implications for the future

Bordignon

Lam

2004

Psychology in the Schools

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The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess young children and the inherent difficulties in conducting such assessments. Because the effectiveness of education relies critically on the sound diagnoses of children's readiness for learning and the measurement of their subsequent progression throughout the schooling process, critical issues in early assessment must be addressed. An examination of past practices was synthesized with recent research to focus awareness on the insufficient content domain, restrictive context, adverse timing and questionable psychometric properties, specifically the inappropriate norms and low predictive validity, of many instruments. Both the implications of and compensatory strategies for each issue are considered.

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“…The importance of external factors, such as family circumstances and home environment (Byrd and Weitzman, 1994), school environment (Graue, 1993), and cultural diversity (Crnic and Lamberty, 1994) have also been linked. Research is sparse, however, and outcome measures in these studies varied widely, including variables such as grade retention, referral for remedial assistance, and prevalence of learning problems (Ladd, 1996;Pianta and McCoy, 1997).…”

mentioning

confidence: 99%

Untitled

2004

Occupation Therapy Intl

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Reconsidering School Readiness: Conceptual and Applied Perspectives

Cited by 56 publications

References 17 publications

Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

The early assessment conundrum: Lessons from the past, implications for the future

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