Head Start. What Works Clearinghouse Intervention Report PDF Download

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 37

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Book Description
"Head Start" is a national, federally funded program that provides services to promote school readiness for children from birth to age 5 from predominantly low-income families. Based on a review of the research, the WWC found "Head Start" to have potentially positive effects on general reading achievement and no discernible effects on mathematics achievement and social-emotional development for 3- and 4-year-old children. A glossary of terms is provided. Appended are: (1) Research details for DHHS ACF (2010); (2) Outcome measures for each domain; (3) Findings included in the rating for the general reading achievement domain; (4) Findings included in the rating for the mathematics achievement domain; (5) Findings included in the rating for the social-emotional development domain; (6) Description of supplemental findings for the general reading achievement domain; (7) Description of supplemental findings for the mathematics achievement domain; (8) Description of supplemental findings for the social-emotional development domain; (9) Description of supplemental findings for the alphabetics domain; (10) Description of supplemental findings for the cognition domain; (11) Description of supplemental findings for the comprehension domain; and (12) Description of supplemental findings for the language development domain. WWC Rating Criteria and a Glossary of Terms are also included. [The Study that meets WWC group design standards without reservations was: U.S. Department of Health and Human Services, Administration for Children and Families. (2010). Head Start impact study. Final report. Washington, DC: Author. http://files.eric.ed.gov/fulltext/ED507845.pdf.].

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 37

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Book Description

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257

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Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.

Author: Michael J. Puma
Publisher: Nova Novinka
ISBN:
Category : Education
Languages : en
Pages : 314

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Book Description
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2

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Book Description
This paper presents an updated WWC (What Works Clearinghouse) Quick Review of the Report "Head Start Impact Study: Final Report". This study examined the effects of offering Head Start to 3- and 4-year-olds. Head Start is a federal program aimed at boosting the school readiness of low-income children by providing preschool education and health and nutrition services. The first follow-up analysis described in this report meets WWC evidence standards with reservations. The second, third, and fourth follow-up analyses described in this report meet WWC evidence standards. [The following study is reviewed in this quick review: Puma, M. et al. (2010). "Head Start impact study: Final report." Washington, DC: Administration for Children and Families, U.S. Department of Health and Human Services. This review is a revision of a quick review released in July 2010. To access this report, see ED510851.].

Author: Rollanda E. O'Connor
Publisher: Brookes Publishing Company
ISBN: 9781557668325
Category : Kindergarten
Languages : en
Pages : 0

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Book Description
This book gives kindergarten teachers more than 60 field tested, developmentally appropriate activities that help children develop the emergent literacy skills they'll need to succeed in school.;;

Author: Irene C. Fountas
Publisher:
ISBN: 9780325018218
Category : Language arts (Early childhood)
Languages : en
Pages : 208

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Book Description
Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI

Author: Anne van Kleeck
Publisher: Routledge
ISBN: 1135643741
Category : Education
Languages : en
Pages : 404

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Book Description
Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives.

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309388570
Category : Social Science
Languages : en
Pages : 525

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Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 13

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Book Description
"Pre-K Mathematics" is a supplemental curriculum designed to develop informal mathematical knowledge and skills in preschool children. Mathematical content is organized into seven units. Specific mathematical concepts and skills from each unit are taught in the classroom through teacher-guided, small-group activities with concrete manipulatives. Take-home activities with materials that parallel the small-group classroom activities are designed to help parents support their children's mathematical development at home. One study of "Pre-K Mathematics" met the What Works Clearinghouse (WWC) evidence standards and one study met the WWC evidence standards with reservations. The studies included 430 preschool children at 39 Head Start and state-funded preschools in New York and California and examined intervention effects on children's math outcomes. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. The WWC considers the extent of evidence for "Pre-K Mathematics" to be moderate to large for mathematics achievement. No studies that met WWC evidence standards with or without reservations addressed oral language, print knowledge, phonological processing, early reading/writing, or cognition. "Pre-K Mathematics" combined with "DLM Early Childhood Express" software was found to have positive effects on mathematics achievement. (Contains 10 footnotes.) [The following studies are reviewed in this intervention report: (1) Starkey, P., and Klein, A. (2005). A longitudinal study of the effects of a pre-kindergarten mathematics curriculum on low-income children's mathematical knowledge (From PCER 2002: Grantee Annual Progress Report (2005), IES Grant No. R305J020026). Berkeley: University of California; and (2) Clements, D. H., and Sarama, J. (2006, June). Scaling up the implementation of a pre-kindergarten mathematics curriculum: The Building Blocks curriculum. Paper presented at the Institute of Education Sciences Research Conference, Washington, D.C.].