The Experts below are selected from a list of 7542 Experts worldwide ranked by ideXlab platform
Adam Winsler - One of the best experts on this subject based on the ideXlab platform.
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the effects of a creative dance and movement Program on the social competence of Head Start preschoolers
Social Development, 2006Co-Authors: Yovanka B Lobo, Adam WinslerAbstract:The effects of an eight-week instructional Program in creative dance/movement on the social competence of low-income preschool children were assessed in this study utilizing a scientifically rigorous design. Forty preschool children from a large Head Start Program were randomly assigned to participate in either an experimental dance Program or an attention control group. Teachers and parents, blind to the children's group membership, rated children's social competence both before and after the Program, using English and Spanish versions of the Social Competence Behavior Evaluation: Preschool Edition. The results revealed significantly greater positive gains over time in the children's social competence and both internalizing and externalizing behavior problems for the experimental group compared with the control group. Small-group creative dance instruction for at-risk preschoolers appears to be an excellent mechanism for enhancing social competence and improving behavior. The implications for early childhood education and intervention are discussed.
Frances Mccarty - One of the best experts on this subject based on the ideXlab platform.
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a comparison of school readiness outcomes for children randomly assigned to a Head Start Program and the Program s wait list
Journal of Education for Students Placed at Risk (jespar), 2003Co-Authors: Martha Abbottshim, Richard G Lambert, Frances MccartyAbstract:A research study with a wide range of outcomes related to school readiness, including health, social skills, cognitive skills, and language skills was conducted with eligible 4-year-old applicants and their parents within a southeastern Head Start Program of high quality. Children and their families in the Head Start treatment and wait list comparison groups were given a battery of assessments. The study used growth curve modeling and traditional analysis of variance when only 2 measurements of outcomes were available. Initial status was equivalent and the growth rates for the Head Start children were statistically significantly faster than the comparison children on the receptive vocabulary and phonemic awareness measures. There was a statistically significant time by group interaction and main effect of time for the problem behavior index of the social functioning measure. The parent report of health outcomes also showed statistically significant differences between the 2 groups with the treatment group...
Amanda Keys - One of the best experts on this subject based on the ideXlab platform.
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Family Engagement in Rural and Urban Head Start Families: An Exploratory Study.
Early Childhood Education Journal, 2014Co-Authors: Amanda KeysAbstract:An exploratory, cross-sectional study was conducted to examine parents’ levels of perceived family engagement to the Head Start Program from different community locations. Data collected from this study were obtained from a survey provided to Head Start families from rural and urban areas that had a child currently receiving Head Start services. Participants included 419 urban and rural parents from the Midwest. All participants were surveyed using the Parent and School Survey (PASS). There was one independent variable, community location. The independent variable had two categories: rural and urban families whose children attended Head Start. The dependent variable was parents’ levels of perceived family engagement to the Head Start Program. Results using the PASS instrument found an overall difference in family engagement in rural and urban Head Start parents. The need for further research and implications of these findings for the Head Start Program are discussed.
John W. Fantuzzo - One of the best experts on this subject based on the ideXlab platform.
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Validation of the Preschool Child Observation Record: Does It Pass the Test for Use in Head Start?
Early Education and Development, 2014Co-Authors: Katherine Barghaus, John W. FantuzzoAbstract:Research Findings: This study provides the first independent investigation of the second most widely used multidimensional assessment in Head Start—the Preschool Child Observation Record, Second Edition (COR-2). We conducted a comprehensive investigation into the validity of the COR-2 using data from all children in an urban school district's Head Start Program (N = 4,071). Confirmatory factor analysis revealed a misfit between the 6 developer-defined categories and the data. Although exploratory analyses revealed a possible 4-factor solution, subsequent analyses indicated problems with this structure as well. Item response theory methods were used to determine whether there was support for the 5-point response scale of each item representing an appropriately sequenced set of skill points. Results indicated that nearly half of the COR-2 items had reversed or poorly spaced thresholds, suggesting potential problems with these items' functioning. Practice or Policy: Specific implications of the findings for ...
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multiple dimensions of family engagement in early childhood education evidence for a short form of the family involvement questionnaire
Early Childhood Research Quarterly, 2013Co-Authors: John W. Fantuzzo, Paul A Mcdermott, Vivian L Gadsden, Faith Sproul, Dirk Hightower, Ashley MinneyAbstract:Abstract The primary aim of this study was to develop and validate a short form of the 42-item Family Involvement Questionnaire (FIQ) for use in preschool. Empirical evidence derived from a representative sample of preschool Programs in a large city in New York State with the original version of the FIQ was used to select the items for a 21-item short form. A representative sample of 590 Head Start families was also identified from a large Head Start Program in Pennsylvania to serve to validate the short form. Confirmatory factor analysis of the short form substantiated the three robust dimensions of family involvement from the original FIQ. Concurrent measures of parental satisfaction and assessments of children's literacy and mathematics skills along with an examination of family demographic variables supported the validity of the confirmed dimensions. Implications for the use of this multidimensional, short form of family involvement in large-scale Program evaluation were discussed.
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preschool competency in context an investigation of the unique contribution of child competencies to early academic success
Developmental Psychology, 2004Co-Authors: Christine M Mcwayne, John W. Fantuzzo, Paul A McdermottAbstract:The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start Program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success.
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the relationship between peer play interactions in the family context and dimensions of school readiness for low income preschool children
Journal of Educational Psychology, 2002Co-Authors: John W. Fantuzzo, Christy McwayneAbstract:Relationships between parental report of children's peer play at home and indicators of children's school readiness were examined. Behavior ratings and observational data were collected for 242 preschool children from a large urban Head Start Program. Relationships between children's home-based, peer-play behaviors and 4 measures of children's classroom behaviors (i.e., school-based peer play, approaches to learning, self-regulation, and behavior problems) were analyzed using bivariate correlational and multivariate methods. Play competencies exhibited in the home environment were significantly associated with prosocial behavior in the classroom, motivation to learn, task persistence, and autonomy. Disruptive or disconnected play behaviors were significantly related to patterns of disruptive and dysregulated experiences in the classroom with peers and with the learning process.
Yovanka B Lobo - One of the best experts on this subject based on the ideXlab platform.
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the effects of a creative dance and movement Program on the social competence of Head Start preschoolers
Social Development, 2006Co-Authors: Yovanka B Lobo, Adam WinslerAbstract:The effects of an eight-week instructional Program in creative dance/movement on the social competence of low-income preschool children were assessed in this study utilizing a scientifically rigorous design. Forty preschool children from a large Head Start Program were randomly assigned to participate in either an experimental dance Program or an attention control group. Teachers and parents, blind to the children's group membership, rated children's social competence both before and after the Program, using English and Spanish versions of the Social Competence Behavior Evaluation: Preschool Edition. The results revealed significantly greater positive gains over time in the children's social competence and both internalizing and externalizing behavior problems for the experimental group compared with the control group. Small-group creative dance instruction for at-risk preschoolers appears to be an excellent mechanism for enhancing social competence and improving behavior. The implications for early childhood education and intervention are discussed.
