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This research is a cross-Atlantic study of Sure Start and Early Head Start program directors' perceptions of parent involvement in their early intervention programs, with a focus on the provision and take-up of parenting and employability-focused services. The review of the literature, which informed the survey design and the later data chapters, focuses on poverty and parenting, working parents, welfare reform, and early intervention programs, including early childhood education and care policies in England and the United States. Data was collected via an online survey, administered to all those individuals directing either a Sure Start Local Programme (including those that had been designated as Children's Centres) in England or an Early Head Start program in the USA. There was a 40.3% response rate (231 English and 236 American directors, resulting in a total of 467 respondents). The survey questioned directors on their background, and also sought their views of the area in which their program operated, characteristics of their programs and their perceptions of the families accessing the parent-focused services offered by their early intervention program. The resulting data was used to address the primary theme of parenting and employability, drawing associations between reported parent involvement and directors' perceptions of area, program and family characteristics. The findings also led to the establishment of secondary themes: the targeting and catchment area approach to service provision, engaging disadvantaged families, relationships with partner agencies, issues of funding and resources, particularly for staff, and the expansion of Children's Centres. A summary report was sent to all participating directors. It is hoped that this research has benefited program directors, providing insights into the local-level experiences had by their colleagues both within their own country and across the Atlantic, particularly with respect to parent involvement in early intervention programs.

本研究主要在探討美國啟智學前教育計畫與未來學校表現之間的關係。希 望能經由研究結果，提出可供我國在學前教育上參考之建議。本研究採整 合性分析進行研究，其樣本乃是從美國教育研究索引 ERIC資料庫中，對 有關啟智計畫對未來學校表現之文獻中，取得其中的二十二篇為研究樣本 。本研究使用LOTUS 電腦軟體對各研究中之相關係數再加以分析，並針對 其二十二篇研究進行同質性考驗。本研究穫得之結果為：一． 當二十二 篇研究報告納入分析時，其中的異質性相當高，故將樣本人數獨大者剔除 。針對十篇進行同質性考驗 所得之同質性高，故進一步探討其共同結論 。二． 參與啟智學前教育計畫之學生表現比未參加者在閱讀與數學能力 上要優、有較高的學習動機、對自己的表現有較高的滿意度、並對學校給 予正面的評價。此外，啟智計畫的學生被認定為低成就者或被編入特殊班 級的比例偏低，並較能適應學校生活且較獨立。三． 在比較參加啟智學 前教育計畫者與參加其它種類學前教育者之間的表現並差無差異，且有跡 象顯示：參加其它種類者之表現優於參加啟智教育者。本研究之建議為： 為了能解決貧困及偏遠地區之學前幼童就學問題，我國教育行政當局應成 立規劃小組，評估並設法解決這些幼童之就學問題，並由中央政府撥款給 各地方政府，實施類似啟智學前教育計畫的課程；給予願意擔任學前不利 兒童教學者較優渥的薪資，以吸引更多人投入此一領域。最後並提出未來 研究之建議以供參考。

Two studies investigated the characteristics of high-risk Hispanic parents with young children who were enrolled in a primary prevention home visitation program targeting first birth families. In the first study, more and less acculturated high-risk Hispanic families were compared to high-risk non-Hispanic White families on differences in demographic characteristics, risk factors associated with poor child outcomes, and parent behaviors related to infant health. Using the General Linear Model Univariate procedure, these characteristics were then related to level of parenting skills, measured after approximately one year of service. A total of 1005 families were included in the study. There were important differences in parent psychosocial characteristics, health risks, and outcomes among Hispanic families. Hispanic mothers who were more acculturated, as measured by use of English in the home, were more likely to be at risk for substance abuse, mental illness, and family conflict. They were more likely to smoke and less likely to breastfeed. Less acculturated Hispanic mothers were less educated and more likely to be isolated. Controlling for pretest scores and education level, there were significant between group differences on parenting skills after one year of service, however the effect was small and overshadowed by the significant interaction effect between partner status and household category. Scores for single Spanish-speaking Hispanic mothers were significantly lower than scores of Spanish-speaking Hispanics in partner households. Risk factors that were positively associated with program progress included breastfeeding and mother's education level. Smoking, mental illness, and unrealistic expectations for the child were negatively associated with program progress. The second paper addressed the efficacy of an age-paced parenting newsletter as part of a home-visiting program for Spanish-speaking Hispanic parents. Family Service Workers serving these families delivered the newsletter and used it as a curriculum guide and teaching tool for families. Parents reported reading the newsletter, learning from it, and changing their behavior in response to newsletter content. Home visitors reported that it was a useful tool to reach high-risk parents with important parenting information. They found that it was particularly useful to combat inappropriate or unhealthful parenting advice from well-meaning family members and friends. / Graduation date: 2004

This study examined the effects of Head Start participation on the cognitive and social functioning of children 6 to 14 years of age in the United States.

The importance of school readiness and social-emotional development for children who live in poverty is well established. Head Start programs have championed the development of the whole child across all learning domains. The implementation of the K-12 Common Core State Standards (CCSS) focuses instructional skills on reading language arts, and math. The purpose of this qualitative case study was to explore Head Start teachers' perceptions and experiences of the CCSS implementation. The study was guided by the constructivist learning framework of Piaget and Dewey. Research questions explored the understanding and effects of the K-12 CCSS implementation from a group of 10 Head Start teachers in high poverty schools in a large urban district in Washington State. Data were collected through observations, interviews, and shared documents. Open coding was employed to look for common topics for thematic analysis. Emergent themes were related to goal setting for students, teacher training, and student development. Key findings showed early childhood teachers have 3 different sets of standards, and teachers in Head Start could not access others besides their own. Findings resulted in a document for early childhood teachers combining the CCSS; Washington State early learning standards; and goals used by Head Start teachers, in literacy, math, and social-emotional skills for children ages 4 to 6. With access to all early childhood goals, teachers can set goals for their students that precede or exceed the guidelines used at their own grade level. Implications for social change are the opportunity for teachers to meet the needs of their students, no matter their skill level, and allow students to excel beyond their classroom setting, toward greater educational opportunities.

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