TY - JOUR
T1 - Unpacking the Black Box of the Chicago School Readiness Project Intervention
T2 - The Mediating Roles of Teacher-Child Relationship Quality and Self-Regulation
AU - Jones, Stephanie M.
AU - Bub, Kristen L.
AU - Raver, C. Cybele
N1 - Funding Information:
Additional information about this study is available from the first author upon request. The Chicago School Readiness Project is not associated with The Chicago SchoolR, which is a trade-mark of The Chicago School of Professional Psychology. The project described here was supported by Award No. R01HD046160 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health and Human Development or the National Institutes of Health.
Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
PY - 2013/10
Y1 - 2013/10
N2 - 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.
AB - 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.
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U2 - 10.1080/10409289.2013.825188
DO - 10.1080/10409289.2013.825188
M3 - Article
AN - SCOPUS:84885166223
SN - 1040-9289
VL - 24
SP - 1043
EP - 1064
JO - Early Education and Development
JF - Early Education and Development
IS - 7
ER -