Unpacking the Black Box of the Chicago School Readiness Project Intervention: The Mediating Roles of Teacher–Child Relationship Quality and Self-Regulation

Stephanie M. Jones · Kristen L. Bub · C. Cybele Raver

99 citations0/0 files storedEarly Education and Development

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Early Childhood Education and Development Educational Environments and Student Outcomes Education Methods and Practices

Abstract

This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms including the quality of teacher-child relationships and children's self-regulation. The CSRP is a multi-component teacher- and classroom-focused intervention, and its cluster-randomized efficacy trial was conducted in 35 Head Start-funded classrooms. 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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References

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