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dc.contributor.authorSchultz, Sheila R.en_US
dc.date.accessioned2014-03-14T20:10:59Z
dc.date.available2014-03-14T20:10:59Z
dc.date.issued2000-04-11en_US
dc.identifier.otheretd-04272000-10170049en_US
dc.identifier.urihttp://hdl.handle.net/10919/27338
dc.description.abstractThe current study used data gathered as part of the Head Start/Public School Transition Project (Virginia Site), and included only data on the children who were part of Cohort II (i.e., enrolled in kindergarten in 1993). This database was examined to determine how select child and family characteristics uniquely contributed to parents' and teachers' ratings of the children's social skills and problem behaviors. A series of exploratory factor analyses (EFA), using principal components extraction and varimax rotation, were conducted to identify from the available database underlying constructs associated with the children's development of social skills and problem behaviors. Results of the EFA were used to construct predictor and dependent variables. Separate univariate models were established at four time points and hierarchical multiple regression was used to examine the unique contributions of the various predictors of parent and teacher ratings of children's social skills and problem behaviors. Of the demographic variables examined, the unique contribution of Hispanic ethnicity to parents' ratings of the children's social skills and problem behaviors was significant at all time points. Other predictors that were significant and uniquely contributed the most to parents' ratings of the children's social skills included the family's routine (beginning of kindergarten), parenting style (end of kindergarten), and attitudes about the neighborhood (end of first grade). Parents' attitudes about the behavior of children in the school was a significant predictor of parents' ratings of the children's problem behaviors. None of the predictors contributed significantly to the teacher's ratings of the children's social skills or problem behaviors.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartetdREFERENCES.pdfen_US
dc.relation.haspartetdCONCLUSION-Chap5.pdfen_US
dc.relation.haspartetdRevRESULT-CHAP4.pdfen_US
dc.relation.haspartetdRevMETHOD-CHAP3.pdfen_US
dc.relation.haspartetd-LITERATURE-CHAP2.pdfen_US
dc.relation.haspartetdSTATPROB-CHAP1.pdfen_US
dc.relation.haspartetdFrontMatter1.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjecthierarchical multiple regressionen_US
dc.subjectfactor analysisen_US
dc.subjectdisadvantaged childrenen_US
dc.subjectHead Starten_US
dc.subjectsocial growthen_US
dc.titleSocioemotional Development of Low-Income Children in the Public School Intervention Programen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairCline, Marvin Geralden_US
dc.contributor.committeememberParson, Stephen R.en_US
dc.contributor.committeememberHauenstein, Neil M. A.en_US
dc.contributor.committeememberWiswell, Albert W.en_US
dc.contributor.committeememberFortune, Jimmie C.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04272000-10170049/en_US
dc.date.sdate2000-04-27en_US
dc.date.rdate2001-05-01
dc.date.adate2000-05-01en_US


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