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Dissertations / Theses on the topic 'Head Start programs. Readiness for school'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Bowe, Wendy. "Comparison of early literacy attitudes of Head Start teachers and the frequency of literacy activities in Wisconsin Head Start classrooms." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bowew.pdf.

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2

Bell, Elizabeth R. "The Effect of Classroom Age Composition on Head Start Preschoolers' School Readiness." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/65.

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The current study examined the influence of classroom age composition (the variability in ages of children in the classroom) on low-income preschool children's rates of change in multiple domains of school readiness. The sample consisted of 4,417 preschool children enrolled in 207 classrooms in a large, diverse Head Start program. Children were assessed throughout the year on four school readiness domains: emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. Multilevel modeling was employed to examine the main effect of classroom age composition as

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3

Rodriguez-Escobar, Olga Lydia. "Application of the cumulative risk model in predicting school readiness in Head Start children." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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Vitiello, Virginia E. "Executive Functions and Approaches to Learning: Relationships to School Readiness in Head Start Preschoolers." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/469.

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The purpose of this study was to determine whether the effects of executive functions on school readiness outcomes were mediated by approaches to learning in Head Start preschoolers. Executive functions are cognitive skills, including inhibition, cognitive flexibility, and working memory, that are involved in learning as well as regulating behavior (Blair, Granger, & Razza, 2005; Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004). Approaches to learning include important learning-to-learn skills such as persistence, initiative, and motivation (Fantuzzo, Perry, & McDermott, 2004). Based on pr

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5

Perez, Salvador. "Teacher Perceptions of Head Start Preschool Programs in an Urban Public School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.

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An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fulla

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Faria, Ann-Marie. "Peer Interactions and School Readiness in Head Start Children: Physical Aggression, Relational Aggression, and Prosocial Behavior." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/218.

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The current study investigated the relationship between peer interactions and school readiness children enrolled in Head Start. The constructs of displayed and received physical aggression, relational aggression, and prosocial behavior within children's peer interactions were examined through direct observation. School readiness was measured through direct assessment. It was hypothesized that aggression within peer interactions would predict lower school readiness, while prosocial behaviors within peer interactions would predict better school readiness. Sex was also hypothesized to moderate th

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7

Geiger, Romin Emmanuel. "Preschool Self-Regulation: A Predictor of School Readiness." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3134.

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Substantial evidence from previous research has supported the idea that greater self-regulation in the form of “cool” self-regulation or executive functioning and “hot” self-regulation or effortful control is associated with higher academic achievement within the preschool years and school readiness in the kindergarten years (Anaya, 2016; Carlson, 2005). However, there are only a few studies that assess the prediction of school readiness through validated cool and hot self-regulation tasks (Carlson, 2005; Krain, Wilson, Arbuckle, Kastellanos, & Wilham, 2006; Rothbart, Ellis, Rueda, & Posner, 2

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Munis, Pelin. "An Investigation of the Roles of Temperament and Approaches to Learning on Head Start Children's School Readiness." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/92.

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The current study examined the relation between temperament and school readiness in preschool children. Two research questions were of interest: 1) Do approaches to learning behaviors mediate the relation between temperament and school readiness and 2) Does temperament moderate the relation between approaches to learning and school readiness? Data were collected on 195 Head Start children. Teachers assessed children's temperament styles as undercontrolled, resilient, or overcontrolled, as well as their approaches to learning behaviors. Trained research assistants directly assessed children's s

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9

Arango, Liza. "Understanding School Readiness Abilities of Bilingual Latino Head Start Children and the Differences Among Latin American Regions." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3579.

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Limited research has been conducted focusing on the school readiness abilities among bilingual Latino children. Additionally, little is known about how children from different Latin American regions may differ in their readiness skills. This study examines the differences in school readiness abilities in both English and Spanish of a group of bilingual Latino Head Start children in five counties in Florida (n = 202). Specifically, the study investigates the differences in abilities among children from different Latin American Regions (i.e., North American, Caribbean, Central American, and Sout

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10

Callahan, Kristin Leigh. "Disrupting the impact of socio-contextual disadvantage on school readiness skill attainment among preschool children: The role of Head Start attendance." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1130.

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Created in 1965, Head Start is the longest running national school readiness program in the United States. Head Start was developed to improve children's social and academic readiness for kindergarten and to reduce the academic achievement gap between impoverished and more affluent children. However, questions about the effectiveness of Head Start have trouble the program since its inception. Head Start children often experience considerably more sociocontextual risk, specifically in the form of more economic disadvantage, maternal psychological distress, and dangerous neighborhoods. The goal

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11

See, Heather Marie. "The protective role of home learning activities in the development of head start children's school readiness skills a longitudinal analysis of learning growth rates from preschool through first grade /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8831.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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12

Galicia, Marcela A. "An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7791.

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This thesis examined the relationship between classroom quality, approaches-to-learning, and early academic skills among 384 Latino dual language learners (DLLs) enrolled in Florida Head Start programs. The children were living in low-income homes where Spanish was the primary language spoken by at least one parent. The study analyzed the extent to which approaches-to-learning behaviors moderate early literacy and numeracy skills in Head Start classrooms of varying quality. During the spring of their prek-4 year, the children were administered the English and Spanish Letter-Word Identification

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13

Pyle, Nancy Storey. "The Relationship of Parent Involvement in Head Start to Family Characteristics, Parent Behaviors and Attitudes, and Preschool Inventory Scores." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332361/.

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The purpose of this study was to examine the relationship between family characteristics and parent involvement in Head Start, and the differences between parents who participated in Head Start parent involvement activities and parents who did not participate, as to their behaviors and attitudes concerning education, their children, their communities, and their children's academic achievement. This study analyzed existing data collected for a national parent involvement study. The sample consisted of 2,051 parent-child pairs (1,443 Head Start and 606 non-Head Start). Findings indicated a signi

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14

Wright, Colleen Louise. "Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3648.

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The Improving Head Start for School Readiness Act of 2007 required teacher assistants (TAs) to obtain their child development associate (CDA) credential by September of 2015. TAs who had not obtained their CDA within the required timeframe were either demoted or terminated from their positions. However, with the increase of working parents, the need for quality early childhood education has risen. In this project study, the barriers TAs confront in regards to their decision to continue their schooling to obtain a CDA credential were examined, as were the factors that deterred or prevented them

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15

Benson, Anita Lesh. "Early Childhood Perspective of the K-12 Common Core State Standards Implementation." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/51.

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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 t

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16

Cook, Krystal Tisha'. "Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7151.

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There is an achievement gap occurring between ethnic minority children, mostly from low-income homes, and European American children in the United States. The gap between these children is present at school entry. Many children are not prepared for the minimal standards needed to succeed in school and, as a result, the gap widens throughout schooling. School readiness is an important attribute for future success among all children. There are many efforts to close this school readiness gap through early intervention. Head Start is an example of an early intervention program offering educational

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17

Chatfield, Karen. "A three-paper investigation of Head Start Participants’ Outcomes in Executive Functions, Reading and Math at Kindergarten Entrance and Through the Transition to School (K-2)." Thesis, 2019. https://doi.org/10.7916/d8-bvwc-zr78.

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Three questions are explored in this dissertation. The first is whether the executive functions of Head Start participants are improved in comparison to those of children who did not attend center-based care before attending kindergarten. By matching and comparing the outcomes of a nationally representative cohort of kindergarten children (ECLS-K:2011) grouped by the type of childcare they received in the year preceding school entry, I find that Head Start participants exhibit slightly higher cognitive flexibility scores (as well as reading and math outcomes) in comparison to highly similar ch

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