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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2009 [remove]; Classification:Integrated Services Programs [remove];
20 results found.|
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Anchors away! Implementing program-wide positive behavior supports at the Visiting Nurses Association Child Care and Family Resource Center 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 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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Chicago Longitudinal Study, 1986-1989 The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships. The CLS is guided by four major goals: 1. To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development. 2. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade). 3. To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds. 4. To investigate the contributions to children?s educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes. Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children?s education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children?s patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999). The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children?s preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated. A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment. |
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Collaboration and community change in the Children's Futures initiative An implementation evaluation of Children's Futures, an early childhood initiative to improve the health, well-being, and school readiness of infants and toddlers in Trenton, New Jersey, by providing health services and parenting education, improving the quality of available child care, increasing father involvement, and supporting collaboration among Trenton social, health, and child services agencies and organizations |
Reports & Papers
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Early education home visiting: Supporting children experiencing homelessness A discussion of the role early education home visiting programs can play in helping children and families experiencing or at risk of homelessness |
Fact Sheets & Briefs
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Extending home visiting to kinship caregivers and family, friend, and neighbor caregivers An exploration of the feasibility of the expansion of home visiting models to include children in family, friend, and neighbor (FFN) caregiver arrangements and those in arrangements in which relatives are raising related children, based on interviews with stakeholders and service providers from 6 national home visiting programs |
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Extending home visiting to kinship caregivers and family, friend, and neighbor caregivers [Executive summary] A summary of an exploration of the feasibility of the expansion of home visiting models to include children in family, friend, and neighbor (FFN) caregiver arrangements and those in arrangements in which relatives are raising related children, based on interviews with stakeholders and service providers of 6 national home visiting programs |
Executive Summary
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Great Parents, Great Start: Evaluation report: 2008-09 program year An evaluation of the Great Parents, Great Start (GP,GS) program, an initiative to promote parenting skills and familial involvement in children’s early education programs, including information on the relationships between intermediate school districts (ISD) and the local early education and care service community, use of resources by programs, and the appropriateness of curricula for participants |
Reports & Papers
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Home visiting programs: An effective approach to strengthening families A description of home visitation programs available to Wisconsin's children and families |
Fact Sheets & Briefs
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Impact of a statewide collaborative on strengthening families through early care and education An exploration of the perceptions of early childhood programs on their participation in the the Strengthening Families through Early Care and Education statewide initiative and their role in the improvement of families' and children's outcomes through the provision of early childhood services, with a comparison of results between Head Start programs, mainstream programs, and programs accredited through the National Association for the Education of Young Children, based on self-assessments of 186 early childhood programs across Wisconsin |
Reports & Papers
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Implementing school-based services: Strategies from New Mexico's school-based health and extended learning services A discussion of experiences and lessons from an initiative in New Mexico to place and integrate health, family support, and extended learning services in middle schools |
Fact Sheets & Briefs
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Improving development outcomes for children through effective practice in integrating early years services A summary of a synthesis from the United Kingdom on approaches to early years service integration, agencies involved in these approaches, features of effective integration, and the contribution of integrated approaches to child, family, and service outcomes |
Fact Sheets & Briefs
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Improving development outcomes for children through effective practice in integrating early years services A review of research from the United Kingdom on approaches to early years service integration, agencies involved in these approaches, features of effective integration, and the contribution of integrated approaches to child, family, and service outcomes |
Literature Review
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An in-depth study of First 5 centers and their visitors: Focus group and family portrait analysis An exploration of the demographics and perceptions of families served by First 5 family resource centers, based on data from a survey of 215 visitors to First 5 Centers and focus groups with 65 individuals from Contra Costa County, California |
Reports & Papers
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An in-depth study of First 5 centers and their visitors: Focus group and family portrait analysis [Executive summary] A summary of an exploration of the demographics and perceptions of families served by First 5 family resource centers, based on data from a survey of 215 visitors to First 5 Centers and focus groups with 65 individuals from Contra Costa County, California |
Executive Summary
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Integrated early childhood program participation, parenting, and child development outcomes: The Toronto First Duty project A study of the predictors of participation in optional Toronto First Duty (TFD) early childhood programs, kindergarten program attendance, overall child development outcomes, and domain-specific child development based on data collected from 272 children and their parents at 5 TFD school sites offering integrated services |
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Invest Early early childhood initiative: Year three evaluation summary An overview of a study on the expected outcomes and economic returns on investments from the Invest Early early childhood initiative to improve children’s school readiness and families’ well-being in Itasca County, Minnesota |
Fact Sheets & Briefs
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Research findings from phase 2 of Toronto First Duty and their implications for full day learning in Ontario Implications for the implementation of a full-day early learning program in Ontario, Canada, of an evaluation of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services |
Fact Sheets & Briefs
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The School of the 21st Century and Head Start: Working together An overview of the Head Start and School of the 21st Century programs, with a discussion of potential connections between the two |
Fact Sheets & Briefs
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Toronto First Duty phase 2, 2006-2008: Final research report Final findings from Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, during its second phase, which focused on promoting the Toronto First Duty service integration model |
Reports & Papers
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