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Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation

Resource Type: Reports & Papers
Author(s): Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele;
Date Issued: October, 2013
Description: Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its cluster-randomized efficacy trial was conducted in 35 Head Start-funded classrooms. Practice or Policy: A series of increasingly complex and conservative structural equation models indicate that the CSRP carries its effects on children's academic and behavioral outcomes through changes in teacher-child relationship quality and children's self regulation. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Early Education and Development
Volume Number: 24
Issue Number: 7
Page Range: 1043-1064
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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