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In face of adversity:
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
In face of adversity:
SubTitle
an ecological approach to understanding the resiliency of disadvantaged kindergarteners
TitleInfo
(ID = T-2);
(type = alternative)
Title
Ecological approach to understanding the resiliency of disadvantaged kindergarteners
Identifier
ETD_1400
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051020
Language
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eng
Genre
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theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Social Work
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Readiness for school
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Kindergarten
Abstract
This study examined the relationships between socio-demographic risk, ecologically based resources and kindergarten readiness skills to investigate if the presence of ecologically based resources increases the likelihood of successful kindergarten readiness skills for disadvantaged children. An ecological and resilience framework was used to conceptualize that differences in kindergarten readiness can result from differences in resources in the multiple contexts in which the child is nested. The analysis used existing data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. The sample used a subset of children who were all first-time kindergarteners without a diagnosed disability (N=14,918).
The results of this study found that one or more socio-demographic risks was associated with weaker kindergarten readiness skills, one or more ecologically based resources was associated with stronger kindergarten-readiness skills, and the presence of some ecologically based resources reduced the negative effects of socio-demographic risks on kindergarten readiness skills. The findings of this study support the notion that kindergarten readiness may be understood as a function of resiliency, rooted in access to a variety of resources at multiple ecological levels. The implications and recommendations for policy, practice, theory building and research are discussed.
The results of this study found that one or more socio-demographic risks was associated with weaker kindergarten readiness skills, one or more ecologically based resources was associated with stronger kindergarten-readiness skills, and the presence of some ecologically based resources reduced the negative effects of socio-demographic risks on kindergarten readiness skills. The findings of this study support the notion that kindergarten readiness may be understood as a function of resiliency, rooted in access to a variety of resources at multiple ecological levels. The implications and recommendations for policy, practice, theory building and research are discussed.
PhysicalDescription
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electronic resource
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xiii, 201 p. : ill.
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Note
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Ph.D.
Note
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Includes bibliographical referencs (p. 191-200)
Note
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by Melissa Schneider Kasmin
Name
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Kasmin
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Melissa Schneider
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Melissa Schneider Kasmin
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Huang
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Chien-Chung
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chair
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Chien-Chung Huang
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Dickson
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Donald
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Advisory Committee
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Donald Dickson
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(type = family)
Simmel
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Cassandra
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Advisory Committee
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Cassandra Simmel
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Farmer
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Gregory
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outside member
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Advisory Committee
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Gregory Lawrence Farmer
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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school
OriginInfo
DateCreated
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2009
DateOther
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2009-01
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NjNbRU
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
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(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Identifier
(type = doi)
doi:10.7282/T3JW8F47
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
Availability
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Open
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Detail
Non-exclusive ETD license
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
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application/pdf
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application/x-tar
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921600
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