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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Project Head Start past, present, and future /

Kowalski, Ann M. January 1994 (has links)
Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1994. / Source: Masters Abstracts International, Volume: 45-06, page: 2947. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 78-80).
2

An analysis of changes in ranking equality by Tennessee Head Start staff /

Griesemer, Marilyn Stauf January 1979 (has links)
No description available.
3

Does attendance in Head Start and Early Head Start programs influence social and emotional development in young children?

Thorne, Mary Elizabeth 10 May 2024 (has links) (PDF)
Social and emotional development is a crucial domain of development that influences child outcomes. Apart from a child’s family, early care and education (ECE) programs offer opportunities to develop critical skills that promote academic achievement, emotion regulation, cognition, and literacy. There are achievement gaps in these areas when comparing children from low and high socioeconomic backgrounds, lending to the federal legislation to form Head Start and Early Head Start programs nationwide. While these programs have attendance mandates, the national attendance average is below the requirements, which may hinder the full benefits of Head Start and Early Head Start programs. Using attendance rates and scores from the Ages and Stages Questionnaire – Third Edition (ASQ-3), we examined the differences between Head Start and Early Head Start groups, gender, and high and low attendance groups. The researcher conducted regression analyses to determine if attendance rates predict ASQ-3 scores. Analysis revealed a positive relation among these variables, with significant differences between Head Start and Early Head Start groups and low and high-attendance groups.
4

Application of the cumulative risk model in predicting school readiness in Head Start children

Rodriguez-Escobar, Olga Lydia 15 May 2009 (has links)
This study investigates the degree to which the cumulative risk index predicted school readiness in a Head Start population. In general, the reviewed studies indicated the cumulative risk model was efficacious in predicting adverse developmental outcomes. This study built on this literature by investigating how child, parent, and family risk factors predicted school readiness in Head Start children using two statistical models. Specific aims of this study included identifying 1) to what degree multiple predictors contributed to school readiness and 2) to what degree the cumulative risk index contributed to school readiness. Participants included 176 Head Start children ages 3 to 5 years. Data were analyzed using multivariate regression to determine if the cumulative risk model was a stronger predictor of school readiness than any risk factor in isolation. Hierarchical regression was also utilized to determine if individual risk factors contributed anything above and beyond the sum, the cumulative risk index. Multiple regression analysis revealed that older age and previous enrollment in Head Start predicted higher scores, while low income predicted lower scores, as did taking the test in Spanish. Analysis also revealed that higher scores on the cumulative risk index predicted lower test scores. The analysis revealed that the individual risk factors did not contribute to the model above and beyond the cumulative risk index. Adding the individual risk factors did not account for more variance than using gender, age, and the cumulative risk index as the only predictors. Similarly, the cumulative risk index did not account for more variance than using age and gender as the only predictors. The current study adds empirical support to the continued use of the cumulative risk model in predicting adverse developmental outcomes.
5

Application of the cumulative risk model in predicting school readiness in Head Start children

Rodriguez-Escobar, Olga Lydia 15 May 2009 (has links)
This study investigates the degree to which the cumulative risk index predicted school readiness in a Head Start population. In general, the reviewed studies indicated the cumulative risk model was efficacious in predicting adverse developmental outcomes. This study built on this literature by investigating how child, parent, and family risk factors predicted school readiness in Head Start children using two statistical models. Specific aims of this study included identifying 1) to what degree multiple predictors contributed to school readiness and 2) to what degree the cumulative risk index contributed to school readiness. Participants included 176 Head Start children ages 3 to 5 years. Data were analyzed using multivariate regression to determine if the cumulative risk model was a stronger predictor of school readiness than any risk factor in isolation. Hierarchical regression was also utilized to determine if individual risk factors contributed anything above and beyond the sum, the cumulative risk index. Multiple regression analysis revealed that older age and previous enrollment in Head Start predicted higher scores, while low income predicted lower scores, as did taking the test in Spanish. Analysis also revealed that higher scores on the cumulative risk index predicted lower test scores. The analysis revealed that the individual risk factors did not contribute to the model above and beyond the cumulative risk index. Adding the individual risk factors did not account for more variance than using gender, age, and the cumulative risk index as the only predictors. Similarly, the cumulative risk index did not account for more variance than using age and gender as the only predictors. The current study adds empirical support to the continued use of the cumulative risk model in predicting adverse developmental outcomes.
6

Pre-school education for the rural disadvantaged a study of Head Start in Elmore and Coosa Counties, Alabama.

Henkin, Carole Singleton, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
7

Reducing the risk of child maltreatment through the Early Head Start program

Asawa, Lindsay E. January 2008 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 18, 2008). PDF text: iv, 127 p. : ill. ; 573 K. UMI publication number: AAT 3303505. Includes bibliographical references. Also available in microfilm and microfiche formats.
8

Head Start performance standards and their relationship to key Early Head Start programs aims /

Armijo, Eduardo J. January 2004 (has links)
Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 154-164).
9

Engagement in Head Start Services Among Diverse Immigrant Families

Leong, Anne Elizabeth Day January 2017 (has links)
Thesis advisor: Stephanie Berzin / In industrial organizational psychology, there is a well-established link between worker job satisfaction and worker engagement in their job. Similarly, research has found an association between a parent’s satisfaction with their child’s education services and a parent’s level of involvement in their child’s education. Levels of family involvement in their child’s education as early as preschool have been correlated with positive academic and behavioral outcomes throughout childhood. This line of research posits that families who are satisfied with their child’s education services are more likely to be involved in their child’s education and, consequentially, their children are more likely to have positive academic and behavioral outcomes. According to the theories proposed by industrial organization psychology and education research, this dissertation explores the potential links between satisfaction and involvement in Head Start services among U.S. born and immigrant families. To begin to understand the potential connection between satisfaction with services, engagement in services and the unique experiences of the immigrant communities in Head Start, this collection of three studies seeks to employ a mix of primary quantitative data and secondary quantitative data to examine satisfaction with and involvement in services among U.S. born and immigrant families in Head Start. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social work.
10

A head start on reading for children in a head start preschool program

Osley, Kristin R. Ellis, Janet, January 2009 (has links)
Thesis (M.S.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

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