Title

The Relationship of Classroom Variables and Academic Achievement Across the Preschool Year

Authors

Olivia LeBlanc, University of DaytonFollow

Comments

Special thanks to Dr. Mary Fuhs for providing me with the opportunity to collaborate with her and pursue my research interests!

Files

Abstract

Preschool education is designed to foster school readiness among three to five-year-old children before entering kindergarten. Past research suggests that elements of the classroom, such as quality of teacher-child interactions, can influence the development of academic and social skills during the preschool year. Utilizing data from a longitudinal correlational study, the current study investigates the relationship between classroom variables and academic achievement throughout the preschool year. The findings suggest that there is a significant relationship between classroom variables and student outcomes, which calls for further research investigating the importance of high-quality preschool programs for young children.

Research Questions:

1. What is the relationship between quality teacher-child interactions and academic achievement?
2. How are classroom variables related to students’ development of academic skills and school readiness?

Publication Date

11-17-2020

Keywords

Psychology, Preschool education, Academic achievement, Classroom variables, student scholarship

Disciplines

Anthropology | Psychology | Social and Behavioral Sciences | Social Work | Sociology

Recommended Citation

LeBlanc, Olivia, "The Relationship of Classroom Variables and Academic Achievement Across the Preschool Year" (2020). Content presented at the Roesch Social Sciences Symposium. 42.
https://ecommons.udayton.edu/roesch_symposium_content/42