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Addressing the mental health needs of Head Start families: A university collaborative model
Carlson, Vivian J., 2000
NHSA Dialog, 3(2), 215-233

A discussion of the mental health needs of Head Start families, and the presentation of a collaborative model between graduate-level training programs and Head Start services

Reports & Papers


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An agenda for change in early childhood inclusion
Guralnick, Michael J., 2001
NHSA Dialog, 4(1), 148-160

A compendium of proposals for change in the provision of inclusion services for children with disabilities at the early childhood level

Other


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America reads in Head Start classrooms: Partners in literacy
Horobin, Karen D., 1999
NHSA Dialog, 3(1), 128-152

A study of a Head Start intervention program to enhance children’s literacy knowledge, utilizing collaborations between University faculty and interns

Reports & Papers


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Anchors away! Implementing program-wide positive behavior supports at the Visiting Nurses Association Child Care and Family Resource Center
Muscott, Howard S., April 2009
NHSA Dialog, 12(2), 104-121

An account of the implementation of the use of positive behavior support (PBS) by early childhood workers in a child care and preschool setting that provides integrated health and education services to children of low- to moderate-income families in New Hampshire, including a discussion of challenges of program development and teacher training

Reports & Papers


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The application of a family-based multi-tiered system of support
McCart, Amy, April 2009
NHSA Dialog, 12(2), 122-132

An account of the implementation of a multi-tiered system of support (MTSS) to promote the use of Positive Behavior Support (PBS) by families with young children, and a study of the feasibility of such an intervention system

Reports & Papers


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Approaches to individualizing supports for high-risk preschoolers [Special issue]
Smith, Sheila, July 2009
NHSA Dialog, 12(3)

A special issue of the journal NHSA Dialog, focusing on approaches to meet the learning needs of young children at risk of academic failure

Other


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Are natural environments unnatural?: A survey of early intervention survey providers
Shelley-Sireci, Lynn M., 2001
NHSA Dialog, 4(1), 123-147

An examination of the settings used to provide early intervention services for children with disabilities, based on a sample of 116 service providers from 16 early intervention centers in a New England state

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Assessing the content and quality of commercially available reading software programs: Do they have the fundamental structures to promote the development of early reading skills in children
Grant, Amy, 2012
NHSA Dialog, 15(4), 319-342

An analysis of the features of 30 commercially-available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and first grade, and the development of a taxonomy to assess the presence of activities relevant to dozens of early reading skills in early reading software packages

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Assessing the role of Head Start family service workers
Franze, Sarah, 1999
NHSA Dialog, 2(1), 57-64

An exploration of the role of family service workers in Head Start programs, with a proposal of methods to evaluate Head Start’s social service components, based on focus group interviews with 66 family service workers from three urban and rural Head Start programs in the Southeastern United States

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Assessment and program accountability in early childhood education: Lessons learned in Ohio
Boat, Mary Barbara, 2005
NHSA Dialog, 8(1), 5-15

A discussion of the outcomes and lessons learned from Ohio's multi-year program designed to develop a standards-based assessment system for state-funded early childhood education programs

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Assessment challenges and solutions with young second language learning children
Garcia, Gil, 2000
NHSA Dialog, 3(3), 361-386

A transcript of a dialog between professionals on various approaches to the education of children learning English as a second language

Other


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Authentic assessment in action: A "R-E-A-L" solution
Bagnato, Stephen J., January-March 2010
NHSA Dialog, 13(1), 42-45

A description of a framework for implementing authentic assessment that involves roles, equipment, assessment, tools. and location into early childhood practice

Other


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Benefits of a male's presence in the classroom
Shears, Jeffrey, January-March 2010
NHSA Dialog, 13(1), 66-70

A discussion of the benefits of males in classrooms for young children, an exploration of father's contributions to children's lives, and an examination of the theoretical literature on gender matching in early childhood classrooms

Other


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Beyond ABCs and 123s: Enhancing teacher-child relationship quality to promote children's behavioral development
Whittaker, Jessica E. Vick, July, 2010
NHSA Dialog, 13(3), 185-191

Recommendations for the development of policies and practices designed to both prevent Head Start children's challenging behaviors and promote their socioemotional competence, based on findings from an examination of the association between teacher-child relationship quality and children's externalizing behaviors among 100 Head Start children and their teachers

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Bilingual teachers in Early Head Start/Head Start
Mancilla-Martinez, Jeannette, 2014
NHSA Dialog, 17(1), 88-92

While recruitment and employment goals of Early Head Start/Head Start (EHS/HS) programs with respect to bilingual staff are clearly outlined in the program policies, nationally, little is known about their implementation on the ground, especially in programs that serve large numbers of Latino children. The present study targeted an urban EHS/HS program that serves a large number of Spanish-speaking dual language learning families. An interview with the program's Human Resources Director was conducted to gain insight into the program's recruitment and retention strategies for Latino/a staff. Additionally, via the administration of a survey to lead teachers (n = 109), we sought to gain concrete insight into teachers' language and ethnicity characteristics and to learn whether and, if so, for which purposes teachers reported using Spanish in their classrooms. Our results suggest that the two-pronged recruitment and retention strategy employed by the program likely related to the high rates of EHS/HS teachers in the program who identified themselves as Latinas and who reported using Spanish in the classroom. Such efforts appear to be a step in the right direction given the increasing cultural and linguistic diversity in today's EHS/HS classrooms. (author abstract)

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Block Grant Head Start?: Devolution's potential negative impact on children and families
Mallett, Christopher A., 2005
NHSA Dialog, 8(1), 135-153

A discussion of the debate over block granting Head Start to states and a review of the effects of Head Start block grants on children and families as well as a review of devolutionary changes in TANF and Medicaid programs

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Both sides now: An examination of the relationship between researchers and Head Start practitioners
Howard, Carol, 2002
NHSA Dialog, 5(2&3), 240-255

A case study of the evolution of a collaborative relationship between an Agency that administers Head Start for 11 towns in the greater Boston area and the New England Quality Research Center presented as an examination of the relationship between research and practice

Reports & Papers


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Bridging the gaps among developmental research, practice, and public policy
Rodriguez, Eileen, 2002
NHSA Dialog, 5(2&3), 390-406

A summary of the first annual Cross University Conference Proceedings of New York University and the University of Pennsylvania on developmental research, practice, and public policy in order to facilitate communication across the two universities by providing a forum for professors and students to raise and share the challenges of conducting developmental research with urban, low-income families and children

Other


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Building statewide partnership capacity to assess school readiness for Florida Head Start children and families
Greenfield, Daryl B., 2001
NHSA Dialog, 4(2), 197-209

An overview of the process of assessing school readiness in Florida children and its implications for Head Start programs, using data from the Florida Partnership for School Readiness (Readiness Partnership)

Reports & Papers


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Case study of research to practice
Lifter, Karin Nelson, 2002
NHSA Dialog, 5(2&3), 256-282

A case study of the translation to practice of a research program entitled Project Play, focusing on intervention studies in children’s play activities in an Early Care and Education Center serving children with and without disabilities

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The changing landscape of mental health service provision and implications for Head Start
Shonkoff, Jack P., 1999
NHSA Dialog, 2(2), 272-280

A discussion of an intervention program in Kansas, helping families, parents, and caretakers work together to bring immediate assistance to children who suffer from severe emotional disturbance

Other


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Child care/senior adult care links: Making them work
Kaplan, Matthew, 2001
NHSA Dialog, 4(3), 384-402

An exploration of three intergenerational programs in Hawaii linking children in child care with seniors in an adult care setting

Reports & Papers


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Children's development and societal divisions
Ramsey, Patricia G., October 2008
NHSA Dialog, 11(4), 215-224

An exploration of the relationship between children's development and societal divisions such as race, class, gender, and culture

Other


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Children's performance in school readiness skills in the Jumpstart Program
Vecchiotti, Sara, 2001
NHSA Dialog, 4(2), 246-274

Two longitudinal studies of a Head Start national supplemental preschool program in New York City targeting of disadvantaged children and its influence in improving children’s school readiness skills and adaptive behaviors

Reports & Papers


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Children's responses to differences
Ramsey, Patricia G., October 2008
NHSA Dialog, 11(4), 225-237

A summary of past and current research on children's understandings and feelings related to race, social class, culture, gender, and disabilities

Other


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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