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Learning through Inquiry: Examining the Relationship between Child-Generated Questions, Teacher Practices, and School Readiness in Head Start Classrooms

The proposed study will assess child-generated inquiry as well as teacher practices that encourage inquiry. Specific aims of the project are to: 1) assess child-generated inquiry over the course of the school year; 2) examine whether inquiry skills at the beginning of the school year predict gains in mathematics, vocabulary, listening comprehension, and science knowledge over the course of the year; and 3) assess the moderating role of teacher's levels of emotional support and instructional support on gains in inquiry skills and on the relationship between inquiry skills and mathematics, vocabulary, listening comprehension and science knowledge. Using multilevel modeling, the proposed project will be the first to examine child-generated inquiry in a sample of children enrolled in Head Start. Expected outcome is a contribution to the understanding of this domain-general skill, its development over the course of the school year, and its relationship with academic outcomes.
Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):
Research Scholar(s):

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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