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An Investigation of Gender and Ethnic Differences in Approaches to Learning's Domain General Role in Head Start Children's School Readiness

The University of Miami will investigate individual differences in approaches to learning (ATL) and how these differences affect outcomes in other domains of school readiness. The study has two main objectives: (a) to investigate the relationships between ATL, ethnicity, gender, and other domains of school readiness, and (b) to develop and test a path model showing how ATL affects achievement in other domains that is sensitive to issues of gender and culture. Participants from the first data assessment year, 2002-2003, will include 15,413 Florida Head Start children who attend centers that use the Galileo School Readiness Assessment System. A similar sample will be used in the 2003-2004 academic year. Three domains of the Galileo data will be used in the study: ATL, language and literacy, and early math. Structural equation modeling will be used to explain how ATL functions with gender and culture. It is hypothesized that ATL will be predictive of achievement in other domains of school readiness, and that gender and ethnicity will not affect the total score in ATL, but instead the pattern of strengths and weaknesses in ATL.
Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):

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