Unpacking the Black Box of the CSRP Intervention: The Mediating Roles of Teacher-child Relationship Quality and Self-regulation

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 in...

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Bibliographic Details
Published in:Early education and development 2013-10, Vol.24 (7), p.1043-1064
Main Authors: Jones, Stephanie M, Bub, Kristen L, Raver, C Cybele
Format: Article
Language:English
Online Access:Get full text
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Summary: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.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409289.2013.825188