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Current Filters: Resource Type:Reports & Papers [remove]; Pub Year:2011 [remove]; Classification:Early Head Start/Head Start [remove];

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			Addressing challenging behaviors in Head Start: A closer look at program policies and procedures Quesenberry, Amanda C., February, 2011 Topics in Early Childhood Special Education, 30(4), 209-220 An examination of Head Start policies and procedures related to child guidance and challenging behaviors, based on interviews with program staff and document analysis from 6 Head Start programs in the Midwest	Reports & Papers
			Building partnerships between Early Head Start grantees and family child care providers: Lessons from the Early Head Start for Family Child Care project: Final report United States. Office of Head Start, 12 December, 2011 Washington, DC: U.S. Office of Head Start. An evaluation of Early Head Start (EHS) for Family Child Care, a project to support partnerships between EHS grantees and family child care providers, that examines the characteristics of participating grantees and providers, the implementation, types, and sustainability of the partnerships, and lessons learned, based on project administrative data, interviews with 13 partnership teams, descriptive quality indicators and Head Start Program Information Report (PIR) data, and project documents	Reports & Papers
			California Head Start child outcomes 2011: Methodology and discussion of results Huffaker, Peter, February, 2011 Los Angeles: Child Care Results. An examination of the relationship of participation in Head Start as a 3-year-old to child developmental level, based on analyses of fall 2009 assessment scores for 10,215 children enrolled in 42 Head Start programs in California	Reports & Papers
			Children's schooling and parents' investment in children: Evidence from the Head Start Impact Study Gelber, Alexander M., December, 2011 (NBER Working Paper Series No. 17704). Cambridge, MA: National Bureau of Economic Research. A study of the effect of children's enrollment in Head Start on parents' involvement with their children, based on an analysis of data from the Head Start Impact Study	Reports & Papers
			Can increasing the daily duration of Head Start reduce childhood obesity? Frisvold, David E., Spring 2011 Journal of Human Resources, 46(2), 373-402 A comparison of the obesity of children in full-day and half-day Head Start programs, based on data from 1,800 participants, their families, and Head Start centers in Michigan from the 2001-2002 through the 2005-2006 school year	Reports & Papers
			Circle time: An exploratory study of activities and challenging behavior in Head Start classrooms Zaghlawan, Hasan Y., March 2011 Early Childhood Education Journal, 38(6), 439-448 A description of circle time activities and an examination of observed challenging behaviors, based on 24 observations and surveys of teachers across eight Head Start classrooms in the Midwest	Reports & Papers
			Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings Zhai, Fuhua, Q4 2011 Early Childhood Research Quarterly, 26(4), 442-452 A study of the impacts of the Chicago School Readiness Project (CSRP) classroom-based intervention on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management, based on data from 90 teachers in 35 classrooms at 18 CSRP Head Start sites	Reports & Papers
			Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language Howes, Carollee, Q4 2011 Early Childhood Research Quarterly, 26(4), 399-408 A study of the relationship between children's behaviors with peers and dimensions of the classroom as well as teacher-child relationship quality, based on data from children from diverse race, ethnic, and home language backgrounds that are part of the National Evaluation of Early Head Start	Reports & Papers
			CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism Raver, C. Cybele, January/February 2011 Child Development, 82(1), 362-378 A study of the effects of a targeted intervention on low-income preschoolers' letter-naming, early math, and vocabulary gains, and an investigation of self-regulation as a mediator, based on data frm 602 Chicago School Readiness Project (CSRP) participants in 35 Head Start-funded classrooms	Reports & Papers
			Developmental pathways to integrated social skills: The roles of parenting and early intervention Ayoub, Catherine, March/April 2011 Child Development, 82(2), 583-600 A study of the effect of Early Head Start participation on children's self-regulation, and a study of the roles of family risks, parenting-related stresses, and parent-child interactions in the acquisition of self-regulatory skills, based on data from the National Early Head Start Evaluation Study, 3,001 families with young children measured at 14, 24, and 36 months	Reports & Papers
			Does the quality of stimulation and support in the home environment moderate the effect of early education programs? Bradley, Robert H., November/December 2011 Child Development, 82(6), 2110-2122 A study of the moderating influences of maternal emotional warmth and aspects of the home environment on the relationship between Early Head Start participation and measures of children's cognitive and psychosocial development at ages 3 and 5, based on data from 3,001 children	Reports & Papers
			Effects of isolate and social toys on the social interactions of preschoolers in an inclusive Head Start classroom Elmore, Shannon Renee, 2011 NHSA Dialog, 14(1), 1-15 A comparison of the social interactions of developmentally challenged children in environments featuring different types of social or isolate toys, puzzles, or activities, based on observations in a Head Start classroom inclusive of 4 developmentally disabled young children in rural Georgia	Reports & Papers
			Estimating the effects of Head Start on parenting and child maltreatment Zhai, Fuhua, 2011 Children and Youth Services Review, , 1-11 A study of the relationship between Head Start participation and both maltreatment and harsh parenting in a sample of 2,807 low income families	Reports & Papers
			Evaluating effects of full-day Head Start model on academic performance at the end of grade 1 Maina, Nyambura Susan, December, 2011 Rockville, MD: Montgomery County Public Schools, Office of Shared Accountability. A study of the relationship of participation in full-day Head Start in Montgomery County, Maryland, to first grade reading and math performance, based on a comparison of assessment data from children who participated in full-day Head Start, part-day Head Start, part-day public prekindergarten, or children who did not attend a publicly-funded early childhood program	Reports & Papers
			Evaluation of Free to Grow: Head Start partnerships to promote substance-free communities Wolfson, Mark, April, 2011 Evaluation Review, 35(2), 153-188 A study of the relationship between community participation in the Free to Grow: Head Start Partnerships to Promote Substance-free Communities (FTG) intervention and the constructs of neighborhood quality, family strengthening, and family substance use for both high and low risk groups, based on telephone surveys of over 1,000 participants in 14 Head Start (H.S.) communities and 14 matched comparison H.S. communities, as well as repeated surveys of cross-sectional non-participant samples of primary caregivers of young children both enrolled and not enrolled in H.S., Census, and data from Head Start Program Information Reports	Reports & Papers
			An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers Gallagher, Peggy Ahrenhold, 2011 NHSA Dialog, 14(2), 57-74 An evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South	Reports & Papers
			Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills Hindman, Annemarie H., March 2011 Elementary School Journal, 111(3), 359-386 Measures of both educator outreach to families and family involvement in both Head Start and their children's early education, and a study of these measures' relationships to reading, cognitive, and social outcomes of children, based on data from 3,100 children and families enrolled in the Head Start, 286 of their classroom teachers, and 222 center directors	Reports & Papers
			The federal role in early childhood education: Evolution in the goals, governance, and policy instruments of Project Head Start Kalifeh, Phyllis, January 2011 Educational Policy, 25(1), 36-64 A chronology of goals, governance structures, and policy instruments of Head Start since the program's inception in 1964	Reports & Papers
			Head Start and urban children's school readiness: A birth cohort study in 18 cities Zhai, Fuhua, January 2011 Developmental Psychology, 47(1), 134-152 A longitudinal investigation of the links between Head Start participation and the cognitive and social competencies associated with children's school readiness, based on a subsample of 2,803 children from eighteen cities who participated in the Fragile Families and Child Wellbeing Study	Reports & Papers
			Head Start children, families, and programs: Present and past data from FACES United States. Administration for Children and Families. Office of Planning, Research and Evaluation, December, 2011 (OPRE Report 2011-33a). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, and a comparison to profiles from 2000, 2003, and 2006, based on data collected in fall 2009 from a sample of 60 Head Start programs, 129 centers, 486 classrooms, and 3,349 children	Reports & Papers
			Head Start State Collaboration Office needs assessment: State of Washington: 2010-2011 survey results Washington Head Start-State Collaboration Office, December, 2011 Olympia: Washington Head Start-State Collaboration Office. An assessment of Washington State Head Start program challenges and strengths in the collaboration, coordination, and alignment of services in 11 designated priority areas, based on survey responses from 23 Head Start programs	Reports & Papers
			Impacts of the duration of Head Start enrollment on children's academic outcomes: Moderation effects of family risk factors and earlier outcomes Lee, Kyunghee, August, 2011 Journal of Community Psychology, 39(6), 698-716 Studies of the relationships between duration of Head Start enrollment and children's academic outcomes, including an examination of the moderating influence of multiple family risk factors, based on data from the 1,260 3- and 4-year-old children from 60 Head Start classrooms	Reports & Papers
			An integrated curriculum to improve mathematics, language, and literacy for Head Start children Fantuzzo, John W., June, 2011 American Educational Research Journal, 48(3), 763-793 A report on the development and field trial of the Evidence-Based Program for Integrated Curricula (EPIC) for Head Start that focuses on comprehensive mathematics, language, and literacy skills, based on data from EPIC or the Developmental Learning Materials Early Childhood Express curriculums randomly assigned to 70 classrooms with 1,415 children	Reports & Papers
			Learning as we go: A first snapshot of Early Head Start programs, staff, families, and children: Vol. I. First report United States. Administration for Children and Families. Office of Planning, Research and Evaluation, February, 2011 (OPRE 2011-7). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. A profile of the characteristics of Early Head Start children and families, their home and Early Head Start program environments, and program services and staff in spring 2009, based on data collected from a nationally representative sample of 89 Early Head Start programs and 976 parents of 194 newborns and 782 1-year-olds, as part of the Early Head Start Family and Child Experiences Survey, or Baby FACES	Reports & Papers
			Methodological considerations in using complex survey data: An applied example with the Head Start Family and Child Experiences Survey Hahs-Vaughn, Debbie L., June, 2011 Evaluation Review, 35(3), 269-303 A presentation of analytical issues and methodological considerations when using complex survey data illustrated with analyses from Head Start Family and Child Experiences Survey with recommendations for reporting results	Reports & Papers

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