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Strengthening Latino parental involvement forming community-based organizations/school partnership A discussion of the use of partnerships between schools and Latino community-based organizations to improve the involvement of Latino parents in children’s schooling |
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Parent involvement in early intervention for disadvantaged children: Does it matter? A study of parental involvement in early intervention curricula, such as participation in activities in their children's preschool and kindergarten classes and the frequency of their participation, and their children's later school competence based on assessment of data regarding 704 parents that participated in the Chicago Longitudinal Study |
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Parent involvement and extended learning activities in school improvement plans in the Midwest Region An analysis of parent involvement and extended learning activities, including before and after school programming, in school improvement plans mandated by the No Child Left Behind (NCLB) Act in Illinois, Iowa, Minnesota, Ohio, and Wisconsin |
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More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children’s outcomes in the child-parent centers An investigation of the links between early childhood curriculum designs and parent involvement and school readiness, early achievement, and future experiences, based on a study of preschool children attending Chicago Child-Parent Centers--early educational intervention services for children and families living in poverty |
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Parental involvement in children's schooling: Different meanings in different cultures A longitudinal comparison of the involvement of Chinese-American and European-American parents in the early education of their young children, with a focus on parent-child communication, parental opinions about curricula and school practices, and learning activities in the home, based on data collected from 40 children of European-American parents and 40 children of second-generation immigrants from Chinese-speaking countries all from middle-class Chicago area neighborhoods |
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The relationship between Head Start parental involvement and the economic and social self-sufficiency of Head Start families A study of the relationship between the parental involvement component of the Head Start program and the economic and social self-sufficiency of Head Start families and their children |
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Early childhood programs: Parent education and income best predict participation A report on the demographic factors of children that best predict preschool participation |
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Head Start children's entry into public school: A report on the National Head Start/Public School Early Childhood Transition Demonstration Study An overview of the impact, on children, families, schools, and communities, of 31 local demonstration programs, conducted as part of the National Head Start/Public School Early Childhood Transition Demonstration Study, in 30 states and the Navajo Nation from the 1991-92 school year through the 1997-98 school year, and implementing major initiatives related to: parent involvement; educational enhancement; family social support services; and health and nutrition |
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Intervening with teachers to encourage father/male involvement in early childhood programs An empirical evaluation of a program designed to facilitate father/male involvement in prekindergarten programs for at-risk children |
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Predictors of paternal involvement for resident and nonresident low-income fathers An evaluation of a conceptual model assessing how child, father, and mother characteristics predict paternal involvement in low-income families |
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An examination of family-school partnership initiatives in rural prekindergarten programs An exploratory study examining effective family school partnerships and successful strategies for helping families become involved in state-funded rural prekindergarten programs designed for children who are identified as being at risk for future academic failure |
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What counts in the development of young children's number knowledge? A study of the relationship between the number talk infants and toddlers hear from their primary caregiver in the home environment and their understanding of the numeric meanings of number words at preschool age, based on video transcripts of home observations of 44 parent-infant dyads as well as tests administered to parents and children |
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Family-school connectedness and children's early social development An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers |
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The after-school needs and resources of a low-income urban community: Surveying youth and parents for community change An assessment of after school programming needs, preferences, and barriers to both participation and enrollment, based on a survey of 416 pre- and young adolescents and 225 parents in a low-income urban community in a Midwestern city |
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Child care and early childhood education: More information sharing and program review by HHS could enhance access for families with limited English proficiency A study examining access to, participation in, and efforts to assist with child care for families with limited English proficiency, based on analysis of national data sets, focus groups with parents, state and county site visits, and interviews with officials and experts |
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Illinois prekindergarten program for children at risk for academic failure: FY 2003 evaluation report An overview of the Illinois Prekindergarten Program, with performance statistics and results for the 2003 fiscal year |
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Developing early childhood programs for children and families at risk: Research-based principles to promote long-term effectiveness A review of eight principles used to promote long-term effectiveness for early childhood interventions and a description of some of the effects of the Chicago Child-Parent Center in order to illustrate the importance of using these principles when designing early childhood interventions |
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Illinois prekindergarten program for children at risk for academic failure: 2005-2006 evaluation report An overview of the Illinois Prekindergarten Program, with performance statistics and results for the 2006 fiscal year |
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Educating early childhood teachers for the global world A description of Northeastern Illinois University's Early Childhood Program, which was recently redesigned to address contemporary global issues in curriculum, technology, multicultural education, and special education |
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Maltreatment prevention through early childhood intervention: A confirmatory evaluation of the Chicago Child-Parent Center preschool program A study of child, family, and school measures hypothesized to mediate the relationships between Child Parent Center preschool participation from 3- through 5-years-old and both maltreatment and neglect at 4- through 17-years-old, based on data from 1411 participants from the Chicago Longitudinal Study |
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Can early intervention prevent high school dropout?: Evidence from the Chicago Child-Parent Centers A report relating participation in the Chicago Child-Parent Center and Expansion program to incidence of high school dropout |
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Illinois prekindergarten program report: 2008-2009 An examination of the characteristics of Illinois state-funded prekindergarten programs and participants and of the school achievement of former program participants |
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Site-level predictors of children's school and social competence in the Chicago Child-Parent Centers A study measuring the effects of school characteristics, program characteristics, and personal experiences on child outcomes, using data from the Chicago Longitudinal Study (CLS) of Child-Parent Centers (CPC) |
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Can early intervention prevent high school dropout?: Evidence from the Chicago Child-Parent Centers An inquiry into the relationship between children’s participation in the Chicago Child-Parent Center (CPC) and Expansion Program andtheir high school dropout rate at ages 17 to 18, and an exploration of other variables associated with high school dropout, based on a subsample of 1,159 students who participated in the Chicago Longitudinal Study (CLS) |
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The Strengthening Families initiative and child care quality improvement: How Strengthening Families influenced change in child care programs in one state A qualitative study of the influence of the Strengthening Families through Early Care and Education initiative in Illinois (SFI) on change in family partnership practices in child care programs, based on data from 4 child care programs serving birth- through 5-year-olds who had participated in SFI for at least 2 years |
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