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You searched for subject:(Head Start). Showing records 1 – 30 of 272 total matches.

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California State Polytechnic University – Pomona

1. Garcia, Lindsey. Head Start Effects Past the Elementary Years in the United States.

Degree: M.P.A., Department of Political Science, 2020, California State Polytechnic University – Pomona

 The purpose of this study was to evaluate the state-funded early childhood education program Head Start to see if there were lasting positive effects past… (more)

Subjects/Keywords: head start

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APA (6th Edition):

Garcia, L. (2020). Head Start Effects Past the Elementary Years in the United States. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/216078

Chicago Manual of Style (16th Edition):

Garcia, Lindsey. “Head Start Effects Past the Elementary Years in the United States.” 2020. Masters Thesis, California State Polytechnic University – Pomona. Accessed October 22, 2020. http://hdl.handle.net/10211.3/216078.

MLA Handbook (7th Edition):

Garcia, Lindsey. “Head Start Effects Past the Elementary Years in the United States.” 2020. Web. 22 Oct 2020.

Vancouver:

Garcia L. Head Start Effects Past the Elementary Years in the United States. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2020. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10211.3/216078.

Council of Science Editors:

Garcia L. Head Start Effects Past the Elementary Years in the United States. [Masters Thesis]. California State Polytechnic University – Pomona; 2020. Available from: http://hdl.handle.net/10211.3/216078


Oregon State University

2. Tracy, Alexis. The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior.

Degree: MS, Human Development and Family Studies, 2014, Oregon State University

 Positive teacher-child relationships, characterized by warmth and closeness, are associated with better behavioral and academic outcomes for children in preschool and elementary school (Hamre &… (more)

Subjects/Keywords: Head Start programs

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APA (6th Edition):

Tracy, A. (2014). The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51290

Chicago Manual of Style (16th Edition):

Tracy, Alexis. “The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior.” 2014. Masters Thesis, Oregon State University. Accessed October 22, 2020. http://hdl.handle.net/1957/51290.

MLA Handbook (7th Edition):

Tracy, Alexis. “The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior.” 2014. Web. 22 Oct 2020.

Vancouver:

Tracy A. The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior. [Internet] [Masters thesis]. Oregon State University; 2014. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1957/51290.

Council of Science Editors:

Tracy A. The effect of Head Start on teacher-child relationships : mechanisms and moderation by children's problem behavior. [Masters Thesis]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/51290


Vanderbilt University

3. Grifenhagen, Jill Freiberg. Nurturing Word Learners: Children’s Opportunities for Vocabulary Learning in Head Start Classrooms.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

 This study describes the word-learning opportunities available to children in Head Start classrooms and examines relationships between these opportunities and children’s preschool vocabulary gains. The… (more)

Subjects/Keywords: Head Start; vocabulary; early childhood

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APA (6th Edition):

Grifenhagen, J. F. (2012). Nurturing Word Learners: Children’s Opportunities for Vocabulary Learning in Head Start Classrooms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14829

Chicago Manual of Style (16th Edition):

Grifenhagen, Jill Freiberg. “Nurturing Word Learners: Children’s Opportunities for Vocabulary Learning in Head Start Classrooms.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed October 22, 2020. http://hdl.handle.net/1803/14829.

MLA Handbook (7th Edition):

Grifenhagen, Jill Freiberg. “Nurturing Word Learners: Children’s Opportunities for Vocabulary Learning in Head Start Classrooms.” 2012. Web. 22 Oct 2020.

Vancouver:

Grifenhagen JF. Nurturing Word Learners: Children’s Opportunities for Vocabulary Learning in Head Start Classrooms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1803/14829.

Council of Science Editors:

Grifenhagen JF. Nurturing Word Learners: Children’s Opportunities for Vocabulary Learning in Head Start Classrooms. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14829


Penn State University

4. Sasser, Tyler Roland. THE SUSTAINED IMPACT OF THE HEAD START REDI INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION TRAJECTORIES THROUGH THIRD GRADE.

Degree: 2016, Penn State University

 This study examined the sustained effects of the Head Start REDI (Research-based, Developmentally-Informed) intervention, a randomized controlled preschool preventive intervention, on growth in children’s executive… (more)

Subjects/Keywords: Head Start; Executive Function; Intervention

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APA (6th Edition):

Sasser, T. R. (2016). THE SUSTAINED IMPACT OF THE HEAD START REDI INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION TRAJECTORIES THROUGH THIRD GRADE. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/4x51hj01t

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sasser, Tyler Roland. “THE SUSTAINED IMPACT OF THE HEAD START REDI INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION TRAJECTORIES THROUGH THIRD GRADE.” 2016. Thesis, Penn State University. Accessed October 22, 2020. https://submit-etda.libraries.psu.edu/catalog/4x51hj01t.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sasser, Tyler Roland. “THE SUSTAINED IMPACT OF THE HEAD START REDI INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION TRAJECTORIES THROUGH THIRD GRADE.” 2016. Web. 22 Oct 2020.

Vancouver:

Sasser TR. THE SUSTAINED IMPACT OF THE HEAD START REDI INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION TRAJECTORIES THROUGH THIRD GRADE. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Oct 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/4x51hj01t.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sasser TR. THE SUSTAINED IMPACT OF THE HEAD START REDI INTERVENTION ON CHILDREN’S EXECUTIVE FUNCTION TRAJECTORIES THROUGH THIRD GRADE. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/4x51hj01t

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

5. Jackson, Sharon Rodgers. The Impact of Quality Instruction in a School District Head Start Program on Kindergarten Students’ Attendance Rates and Cognitive and Social-Emotional Outcomes.

Degree: PhD, Curriculum and Instruction, 2019, Texas A&M University

 The purpose of this study was to observe Head Start classrooms in public schools to examine differences among instructional practices by teaching staff and whether… (more)

Subjects/Keywords: Kindergarten success; Head Start; ISD

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APA (6th Edition):

Jackson, S. R. (2019). The Impact of Quality Instruction in a School District Head Start Program on Kindergarten Students’ Attendance Rates and Cognitive and Social-Emotional Outcomes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/188751

Chicago Manual of Style (16th Edition):

Jackson, Sharon Rodgers. “The Impact of Quality Instruction in a School District Head Start Program on Kindergarten Students’ Attendance Rates and Cognitive and Social-Emotional Outcomes.” 2019. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/188751.

MLA Handbook (7th Edition):

Jackson, Sharon Rodgers. “The Impact of Quality Instruction in a School District Head Start Program on Kindergarten Students’ Attendance Rates and Cognitive and Social-Emotional Outcomes.” 2019. Web. 22 Oct 2020.

Vancouver:

Jackson SR. The Impact of Quality Instruction in a School District Head Start Program on Kindergarten Students’ Attendance Rates and Cognitive and Social-Emotional Outcomes. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/188751.

Council of Science Editors:

Jackson SR. The Impact of Quality Instruction in a School District Head Start Program on Kindergarten Students’ Attendance Rates and Cognitive and Social-Emotional Outcomes. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/188751


University of Miami

6. Bouza, Johayra. Recoges lo que Siembras: Examining the Relationship between Family Engagement and School Readiness Skills for Latino Head Start Children.

Degree: MS, Psychology (Arts and Sciences), 2016, University of Miami

  Family engagement has been found to be a protective factor for low-income children’s school readiness. However, few studies have examined the relationship between family… (more)

Subjects/Keywords: Family engagement; Head Start; Preschool

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APA (6th Edition):

Bouza, J. (2016). Recoges lo que Siembras: Examining the Relationship between Family Engagement and School Readiness Skills for Latino Head Start Children. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/626

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bouza, Johayra. “Recoges lo que Siembras: Examining the Relationship between Family Engagement and School Readiness Skills for Latino Head Start Children.” 2016. Thesis, University of Miami. Accessed October 22, 2020. https://scholarlyrepository.miami.edu/oa_theses/626.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bouza, Johayra. “Recoges lo que Siembras: Examining the Relationship between Family Engagement and School Readiness Skills for Latino Head Start Children.” 2016. Web. 22 Oct 2020.

Vancouver:

Bouza J. Recoges lo que Siembras: Examining the Relationship between Family Engagement and School Readiness Skills for Latino Head Start Children. [Internet] [Thesis]. University of Miami; 2016. [cited 2020 Oct 22]. Available from: https://scholarlyrepository.miami.edu/oa_theses/626.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bouza J. Recoges lo que Siembras: Examining the Relationship between Family Engagement and School Readiness Skills for Latino Head Start Children. [Thesis]. University of Miami; 2016. Available from: https://scholarlyrepository.miami.edu/oa_theses/626

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. -1066-7530. An investigation of resilience in Head Start children and their parents.

Degree: PhD, Early Childhood Development and Education, 2017, Texas Woman's University

 ABSTRACT RONNIESHA R. BIVENS AN INVESTIGATION OF RESILIENCE IN HEAD START CHILDREN AND THEIR PARENTS DECEMBER 2017 This study examined parents’ resilience, family risk factors… (more)

Subjects/Keywords: Resilience; Head Start; Parents; Children

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APA (6th Edition):

-1066-7530. (2017). An investigation of resilience in Head Start children and their parents. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9799

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1066-7530. “An investigation of resilience in Head Start children and their parents.” 2017. Doctoral Dissertation, Texas Woman's University. Accessed October 22, 2020. http://hdl.handle.net/11274/9799.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1066-7530. “An investigation of resilience in Head Start children and their parents.” 2017. Web. 22 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1066-7530. An investigation of resilience in Head Start children and their parents. [Internet] [Doctoral dissertation]. Texas Woman's University; 2017. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/11274/9799.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1066-7530. An investigation of resilience in Head Start children and their parents. [Doctoral Dissertation]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/9799

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Oklahoma

8. Young, Emisha. CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES.

Degree: PhD, 2017, University of Oklahoma

 The primary objectives of the present study were to describe the characteristics of Head Start teaching teams, investigate perceptions of teamwork and explore how these… (more)

Subjects/Keywords: Head Start; Teaching Team

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APA (6th Edition):

Young, E. (2017). CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/54291

Chicago Manual of Style (16th Edition):

Young, Emisha. “CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed October 22, 2020. http://hdl.handle.net/11244/54291.

MLA Handbook (7th Edition):

Young, Emisha. “CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES.” 2017. Web. 22 Oct 2020.

Vancouver:

Young E. CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/11244/54291.

Council of Science Editors:

Young E. CHARACTERISTICS OF HEAD START TEACHING TEAMS: ASSOCIATIONS WITH CLASSROOM QUALITY AND CHILD OUTCOMES. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/54291


Vanderbilt University

9. Barnes, Erica Marie. Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities.

Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University

 Accumulating evidence from research indicates that input from teachers, measured at the utterance level, may positively impact children’s language and vocabulary growth. To date, few… (more)

Subjects/Keywords: Storybook Reading; Head Start; Preschool; Vocabulary

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APA (6th Edition):

Barnes, E. M. (2013). Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14047

Chicago Manual of Style (16th Edition):

Barnes, Erica Marie. “Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed October 22, 2020. http://hdl.handle.net/1803/14047.

MLA Handbook (7th Edition):

Barnes, Erica Marie. “Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities.” 2013. Web. 22 Oct 2020.

Vancouver:

Barnes EM. Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1803/14047.

Council of Science Editors:

Barnes EM. Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14047


University of Notre Dame

10. Autumn Brooke Wyant Palmiter. The Effects of Adult Scaffolding and Child Executive Functioning on Vocabulary Learning During Shared Book Reading</h1>.

Degree: Psychology, 2013, University of Notre Dame

  Children coming from disadvantaged backgrounds tend to have smaller vocabularies than their higher income peers, which can lead to further academic discrepancies over the… (more)

Subjects/Keywords: shared book reading; vocabulary acquisition; Head Start

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APA (6th Edition):

Palmiter, A. B. W. (2013). The Effects of Adult Scaffolding and Child Executive Functioning on Vocabulary Learning During Shared Book Reading</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/rr171v5600j

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Palmiter, Autumn Brooke Wyant. “The Effects of Adult Scaffolding and Child Executive Functioning on Vocabulary Learning During Shared Book Reading</h1>.” 2013. Thesis, University of Notre Dame. Accessed October 22, 2020. https://curate.nd.edu/show/rr171v5600j.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Palmiter, Autumn Brooke Wyant. “The Effects of Adult Scaffolding and Child Executive Functioning on Vocabulary Learning During Shared Book Reading</h1>.” 2013. Web. 22 Oct 2020.

Vancouver:

Palmiter ABW. The Effects of Adult Scaffolding and Child Executive Functioning on Vocabulary Learning During Shared Book Reading</h1>. [Internet] [Thesis]. University of Notre Dame; 2013. [cited 2020 Oct 22]. Available from: https://curate.nd.edu/show/rr171v5600j.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Palmiter ABW. The Effects of Adult Scaffolding and Child Executive Functioning on Vocabulary Learning During Shared Book Reading</h1>. [Thesis]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/rr171v5600j

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Notre Dame

11. Mary Catherine Wagner Fuhs. A Latent Variable Approach to Examining Executive Functioning Development and Emerging Mathematics Skills in Preschoolers at Head Start</h1>.

Degree: Psychology, 2011, University of Notre Dame

  Understanding how domain-general and domain-specific cognitive characteristics impact school readiness is crucial for developing improved early interventions for preschoolers living in poverty. This longitudinal… (more)

Subjects/Keywords: Head Start; executive functioning; cognitive development

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APA (6th Edition):

Fuhs, M. C. W. (2011). A Latent Variable Approach to Examining Executive Functioning Development and Emerging Mathematics Skills in Preschoolers at Head Start</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/0p096684p5v

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fuhs, Mary Catherine Wagner. “A Latent Variable Approach to Examining Executive Functioning Development and Emerging Mathematics Skills in Preschoolers at Head Start</h1>.” 2011. Thesis, University of Notre Dame. Accessed October 22, 2020. https://curate.nd.edu/show/0p096684p5v.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fuhs, Mary Catherine Wagner. “A Latent Variable Approach to Examining Executive Functioning Development and Emerging Mathematics Skills in Preschoolers at Head Start</h1>.” 2011. Web. 22 Oct 2020.

Vancouver:

Fuhs MCW. A Latent Variable Approach to Examining Executive Functioning Development and Emerging Mathematics Skills in Preschoolers at Head Start</h1>. [Internet] [Thesis]. University of Notre Dame; 2011. [cited 2020 Oct 22]. Available from: https://curate.nd.edu/show/0p096684p5v.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fuhs MCW. A Latent Variable Approach to Examining Executive Functioning Development and Emerging Mathematics Skills in Preschoolers at Head Start</h1>. [Thesis]. University of Notre Dame; 2011. Available from: https://curate.nd.edu/show/0p096684p5v

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Coba-Rodriguez, Sarai Estafania. “We’re gonna’ do it together!”: a qualitative study of school readiness beliefs and practices among low-income Latina mothers and teachers in a suburban head start.

Degree: PhD, Human Dvlpmt & Family Studies, 2017, University of Illinois – Urbana-Champaign

 The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. Research documents that Latino children are… (more)

Subjects/Keywords: Latino/a families; School readiness; Head Start

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APA (6th Edition):

Coba-Rodriguez, S. E. (2017). “We’re gonna’ do it together!”: a qualitative study of school readiness beliefs and practices among low-income Latina mothers and teachers in a suburban head start. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/98233

Chicago Manual of Style (16th Edition):

Coba-Rodriguez, Sarai Estafania. ““We’re gonna’ do it together!”: a qualitative study of school readiness beliefs and practices among low-income Latina mothers and teachers in a suburban head start.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 22, 2020. http://hdl.handle.net/2142/98233.

MLA Handbook (7th Edition):

Coba-Rodriguez, Sarai Estafania. ““We’re gonna’ do it together!”: a qualitative study of school readiness beliefs and practices among low-income Latina mothers and teachers in a suburban head start.” 2017. Web. 22 Oct 2020.

Vancouver:

Coba-Rodriguez SE. “We’re gonna’ do it together!”: a qualitative study of school readiness beliefs and practices among low-income Latina mothers and teachers in a suburban head start. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/2142/98233.

Council of Science Editors:

Coba-Rodriguez SE. “We’re gonna’ do it together!”: a qualitative study of school readiness beliefs and practices among low-income Latina mothers and teachers in a suburban head start. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/98233


University of Tennessee – Knoxville

13. Purandare, Swapna Anil. Gender in Head Start preschool classrooms: Children's experiences and teachers' perceptions.

Degree: 2012, University of Tennessee – Knoxville

 Researchers who have studied the process of socialization have found that preschool is one of the first social exposures to direct teaching of societal norms… (more)

Subjects/Keywords: Gender; preschool; Head Start; Other Education

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APA (6th Edition):

Purandare, S. A. (2012). Gender in Head Start preschool classrooms: Children's experiences and teachers' perceptions. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1439

Chicago Manual of Style (16th Edition):

Purandare, Swapna Anil. “Gender in Head Start preschool classrooms: Children's experiences and teachers' perceptions.” 2012. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 22, 2020. https://trace.tennessee.edu/utk_graddiss/1439.

MLA Handbook (7th Edition):

Purandare, Swapna Anil. “Gender in Head Start preschool classrooms: Children's experiences and teachers' perceptions.” 2012. Web. 22 Oct 2020.

Vancouver:

Purandare SA. Gender in Head Start preschool classrooms: Children's experiences and teachers' perceptions. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2012. [cited 2020 Oct 22]. Available from: https://trace.tennessee.edu/utk_graddiss/1439.

Council of Science Editors:

Purandare SA. Gender in Head Start preschool classrooms: Children's experiences and teachers' perceptions. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2012. Available from: https://trace.tennessee.edu/utk_graddiss/1439


University of Georgia

14. Schlieber, Marisa Leigh. The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes.

Degree: 2014, University of Georgia

 Lead is recognized as a significant pediatric health concern. Early exposure is associated with impairments in intellect, cognitive functioning, and behavior. The present study investigates… (more)

Subjects/Keywords: Lead; Head Start; Academic Outcomes; Early Development

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APA (6th Edition):

Schlieber, M. L. (2014). The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30013

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schlieber, Marisa Leigh. “The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes.” 2014. Thesis, University of Georgia. Accessed October 22, 2020. http://hdl.handle.net/10724/30013.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schlieber, Marisa Leigh. “The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes.” 2014. Web. 22 Oct 2020.

Vancouver:

Schlieber ML. The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10724/30013.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schlieber ML. The influence of the environmental neurotoxin, lead, on Head Start children's academic outcomes. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/30013

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

15. Schlieber, Marisa. Effects of lead exposure on Head Start children's social skill development.

Degree: 2014, University of Georgia

 The current study examined the effect of lead exposure on the development of children’s social skills from kindergarten through third grade. Participants had been enrolled… (more)

Subjects/Keywords: lead exposure; social skills; Head Start

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APA (6th Edition):

Schlieber, M. (2014). Effects of lead exposure on Head Start children's social skill development. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schlieber, Marisa. “Effects of lead exposure on Head Start children's social skill development.” 2014. Thesis, University of Georgia. Accessed October 22, 2020. http://hdl.handle.net/10724/27291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schlieber, Marisa. “Effects of lead exposure on Head Start children's social skill development.” 2014. Web. 22 Oct 2020.

Vancouver:

Schlieber M. Effects of lead exposure on Head Start children's social skill development. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10724/27291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schlieber M. Effects of lead exposure on Head Start children's social skill development. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

16. Bobbitt, Kaeley Celeste. Bringing order out of chaos : an examination of continuity and discontinuity in young children's experiences of household and classroom chaos during early childhood.

Degree: PhD, Human Development & Family Sciences, 2013, University of Texas – Austin

 Early childhood—a period of development that research has established as a critical period for establishing a foundation to support later development and well-being—is increasingly likely… (more)

Subjects/Keywords: Chaos; Early childhood; Head start; Preschool; Poverty

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APA (6th Edition):

Bobbitt, K. C. (2013). Bringing order out of chaos : an examination of continuity and discontinuity in young children's experiences of household and classroom chaos during early childhood. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/29110

Chicago Manual of Style (16th Edition):

Bobbitt, Kaeley Celeste. “Bringing order out of chaos : an examination of continuity and discontinuity in young children's experiences of household and classroom chaos during early childhood.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed October 22, 2020. http://hdl.handle.net/2152/29110.

MLA Handbook (7th Edition):

Bobbitt, Kaeley Celeste. “Bringing order out of chaos : an examination of continuity and discontinuity in young children's experiences of household and classroom chaos during early childhood.” 2013. Web. 22 Oct 2020.

Vancouver:

Bobbitt KC. Bringing order out of chaos : an examination of continuity and discontinuity in young children's experiences of household and classroom chaos during early childhood. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/2152/29110.

Council of Science Editors:

Bobbitt KC. Bringing order out of chaos : an examination of continuity and discontinuity in young children's experiences of household and classroom chaos during early childhood. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/29110

17. Hile, Kimberly Ann. Exploring photo elicitation to engage head start families of children with disabilities.

Degree: PhD, Special Education, 2018, University of Illinois – Urbana-Champaign

 The Individuals with Disabilities Education Act mandates that children with disabilities be provided with individualized supports to maximize their overall development and learning. Caregivers of… (more)

Subjects/Keywords: family engagement; family-centered practices; Head Start/Early Head Start; disabilities; photo elicitation

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APA (6th Edition):

Hile, K. A. (2018). Exploring photo elicitation to engage head start families of children with disabilities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101531

Chicago Manual of Style (16th Edition):

Hile, Kimberly Ann. “Exploring photo elicitation to engage head start families of children with disabilities.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 22, 2020. http://hdl.handle.net/2142/101531.

MLA Handbook (7th Edition):

Hile, Kimberly Ann. “Exploring photo elicitation to engage head start families of children with disabilities.” 2018. Web. 22 Oct 2020.

Vancouver:

Hile KA. Exploring photo elicitation to engage head start families of children with disabilities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/2142/101531.

Council of Science Editors:

Hile KA. Exploring photo elicitation to engage head start families of children with disabilities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101531


University of Georgia

18. Abbott, Leslie Anne. An examination of Early Head Start and Head Start mothers and how relationship dynamics influence expectations for and experiences of aggression.

Degree: 2014, University of Georgia

 This study examines the relationship between dependence power and Early Head Start and Head Start (EHS/HS) mothers' tolerance of intimate partner violence. Seventy-four EHS/HS mothers… (more)

Subjects/Keywords: Dependence power; Intimate partner violence; Early Head Start; Head Start; Child discipline; Relationship commitment; Relational alternatives

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APA (6th Edition):

Abbott, L. A. (2014). An examination of Early Head Start and Head Start mothers and how relationship dynamics influence expectations for and experiences of aggression. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Abbott, Leslie Anne. “An examination of Early Head Start and Head Start mothers and how relationship dynamics influence expectations for and experiences of aggression.” 2014. Thesis, University of Georgia. Accessed October 22, 2020. http://hdl.handle.net/10724/24806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Abbott, Leslie Anne. “An examination of Early Head Start and Head Start mothers and how relationship dynamics influence expectations for and experiences of aggression.” 2014. Web. 22 Oct 2020.

Vancouver:

Abbott LA. An examination of Early Head Start and Head Start mothers and how relationship dynamics influence expectations for and experiences of aggression. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10724/24806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Abbott LA. An examination of Early Head Start and Head Start mothers and how relationship dynamics influence expectations for and experiences of aggression. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Irvine

19. Miller, Elizabeth Barbara. Use of Spanish in Head Start and Dual Language Learners' Academic Achievement: A Mixed-Methods Study.

Degree: Education, 2016, University of California – Irvine

 ABSTRACT OF THE DISSERTATIONUse of Spanish in Head Start and Dual Language Learners’ Academic Achievement:A Mixed-Methods StudyByElizabeth B. MillerDoctor of Philosophy in EducationUniversity of California,… (more)

Subjects/Keywords: Early childhood education; DLLs; Early childhood education; Head Start

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APA (6th Edition):

Miller, E. B. (2016). Use of Spanish in Head Start and Dual Language Learners' Academic Achievement: A Mixed-Methods Study. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/5zz4m7jm

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Miller, Elizabeth Barbara. “Use of Spanish in Head Start and Dual Language Learners' Academic Achievement: A Mixed-Methods Study.” 2016. Thesis, University of California – Irvine. Accessed October 22, 2020. http://www.escholarship.org/uc/item/5zz4m7jm.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Miller, Elizabeth Barbara. “Use of Spanish in Head Start and Dual Language Learners' Academic Achievement: A Mixed-Methods Study.” 2016. Web. 22 Oct 2020.

Vancouver:

Miller EB. Use of Spanish in Head Start and Dual Language Learners' Academic Achievement: A Mixed-Methods Study. [Internet] [Thesis]. University of California – Irvine; 2016. [cited 2020 Oct 22]. Available from: http://www.escholarship.org/uc/item/5zz4m7jm.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller EB. Use of Spanish in Head Start and Dual Language Learners' Academic Achievement: A Mixed-Methods Study. [Thesis]. University of California – Irvine; 2016. Available from: http://www.escholarship.org/uc/item/5zz4m7jm

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Utah

20. Harward, Jennifer Sue. Utah's war on poverty: local programs of and reactions to the economic opportunity act.

Degree: PhD, History, 2016, University of Utah

 In August of 1964, Congress responded to President Lyndon B. Johnson’s declaration of War on Poverty, passing the Economic Opportunity Act (EOA). Three months later,… (more)

Subjects/Keywords: community action; federalism; Head Start; Job Corps; poverty; Utah

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APA (6th Edition):

Harward, J. S. (2016). Utah's war on poverty: local programs of and reactions to the economic opportunity act. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4109/rec/2871

Chicago Manual of Style (16th Edition):

Harward, Jennifer Sue. “Utah's war on poverty: local programs of and reactions to the economic opportunity act.” 2016. Doctoral Dissertation, University of Utah. Accessed October 22, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4109/rec/2871.

MLA Handbook (7th Edition):

Harward, Jennifer Sue. “Utah's war on poverty: local programs of and reactions to the economic opportunity act.” 2016. Web. 22 Oct 2020.

Vancouver:

Harward JS. Utah's war on poverty: local programs of and reactions to the economic opportunity act. [Internet] [Doctoral dissertation]. University of Utah; 2016. [cited 2020 Oct 22]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4109/rec/2871.

Council of Science Editors:

Harward JS. Utah's war on poverty: local programs of and reactions to the economic opportunity act. [Doctoral Dissertation]. University of Utah; 2016. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4109/rec/2871


University of Alberta

21. Kemble, Tibetha A D. First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations.

Degree: MEd, Department of Educational Policy Studies, 2013, University of Alberta

 Aboriginal children on-reserves across Canada are lagging far behind their non-Aboriginal counterparts with regard to educational achievement. Related research and statistics provide evidence that a… (more)

Subjects/Keywords: Aboriginal Head Start On-Reserve Program; Aboriginal Early Childhood Education

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APA (6th Edition):

Kemble, T. A. D. (2013). First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s7526d81s

Chicago Manual of Style (16th Edition):

Kemble, Tibetha A D. “First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations.” 2013. Masters Thesis, University of Alberta. Accessed October 22, 2020. https://era.library.ualberta.ca/files/s7526d81s.

MLA Handbook (7th Edition):

Kemble, Tibetha A D. “First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations.” 2013. Web. 22 Oct 2020.

Vancouver:

Kemble TAD. First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2020 Oct 22]. Available from: https://era.library.ualberta.ca/files/s7526d81s.

Council of Science Editors:

Kemble TAD. First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/s7526d81s


Vanderbilt University

22. Frisvold, David E. Behavioral Responses to Educational Investments.

Degree: PhD, Economics, 2006, Vanderbilt University

 This dissertation considers individuals’ behavioral responses to two major forms of public investment in education designed to increase educational opportunities: Head Start and reductions in… (more)

Subjects/Keywords: Class Size; Head Start; Health

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APA (6th Edition):

Frisvold, D. E. (2006). Behavioral Responses to Educational Investments. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11970

Chicago Manual of Style (16th Edition):

Frisvold, David E. “Behavioral Responses to Educational Investments.” 2006. Doctoral Dissertation, Vanderbilt University. Accessed October 22, 2020. http://hdl.handle.net/1803/11970.

MLA Handbook (7th Edition):

Frisvold, David E. “Behavioral Responses to Educational Investments.” 2006. Web. 22 Oct 2020.

Vancouver:

Frisvold DE. Behavioral Responses to Educational Investments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2006. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1803/11970.

Council of Science Editors:

Frisvold DE. Behavioral Responses to Educational Investments. [Doctoral Dissertation]. Vanderbilt University; 2006. Available from: http://hdl.handle.net/1803/11970


Texas A&M University

23. Rodriguez-Escobar, Olga Lydia. Application of the cumulative risk model in predicting school readiness in Head Start children.

Degree: PhD, School Psychology, 2009, Texas A&M University

 This study investigates the degree to which the cumulative risk index predicted school readiness in a Head Start population. In general, the reviewed studies indicated… (more)

Subjects/Keywords: Cumulative Risk Model; Head Start

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APA (6th Edition):

Rodriguez-Escobar, O. L. (2009). Application of the cumulative risk model in predicting school readiness in Head Start children. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1623

Chicago Manual of Style (16th Edition):

Rodriguez-Escobar, Olga Lydia. “Application of the cumulative risk model in predicting school readiness in Head Start children.” 2009. Doctoral Dissertation, Texas A&M University. Accessed October 22, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

MLA Handbook (7th Edition):

Rodriguez-Escobar, Olga Lydia. “Application of the cumulative risk model in predicting school readiness in Head Start children.” 2009. Web. 22 Oct 2020.

Vancouver:

Rodriguez-Escobar OL. Application of the cumulative risk model in predicting school readiness in Head Start children. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1623.

Council of Science Editors:

Rodriguez-Escobar OL. Application of the cumulative risk model in predicting school readiness in Head Start children. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1623


Penn State University

24. Zeak, Glenna L. Experiencing Variety and Change in Head Start Parent Involvement Policies and Practices: Personal and Professional and Perspectives.

Degree: 2008, Penn State University

 Abstract Head Start is a forty one year old program, serving children and families living in poverty. Since 1975, Head Start services were planned and… (more)

Subjects/Keywords: Head Start; parent involvement; resiliency

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APA (6th Edition):

Zeak, G. L. (2008). Experiencing Variety and Change in Head Start Parent Involvement Policies and Practices: Personal and Professional and Perspectives. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zeak, Glenna L. “Experiencing Variety and Change in Head Start Parent Involvement Policies and Practices: Personal and Professional and Perspectives.” 2008. Thesis, Penn State University. Accessed October 22, 2020. https://submit-etda.libraries.psu.edu/catalog/7096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zeak, Glenna L. “Experiencing Variety and Change in Head Start Parent Involvement Policies and Practices: Personal and Professional and Perspectives.” 2008. Web. 22 Oct 2020.

Vancouver:

Zeak GL. Experiencing Variety and Change in Head Start Parent Involvement Policies and Practices: Personal and Professional and Perspectives. [Internet] [Thesis]. Penn State University; 2008. [cited 2020 Oct 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/7096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zeak GL. Experiencing Variety and Change in Head Start Parent Involvement Policies and Practices: Personal and Professional and Perspectives. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/7096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

25. Sasser, Tyler Roland. Children's self-regulation and their academic and social-emotional adjustment to school: The roles of executive function skills, attention control, and impulse control.

Degree: 2012, Penn State University

 Children growing up in poverty are particularly likely to experience delays in both academic and social-behavioral school readiness, a gap that continues to widen over… (more)

Subjects/Keywords: self-regulation; executive function; children; preschool; Head Start; attention; school readiness

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APA (6th Edition):

Sasser, T. R. (2012). Children's self-regulation and their academic and social-emotional adjustment to school: The roles of executive function skills, attention control, and impulse control. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sasser, Tyler Roland. “Children's self-regulation and their academic and social-emotional adjustment to school: The roles of executive function skills, attention control, and impulse control.” 2012. Thesis, Penn State University. Accessed October 22, 2020. https://submit-etda.libraries.psu.edu/catalog/13214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sasser, Tyler Roland. “Children's self-regulation and their academic and social-emotional adjustment to school: The roles of executive function skills, attention control, and impulse control.” 2012. Web. 22 Oct 2020.

Vancouver:

Sasser TR. Children's self-regulation and their academic and social-emotional adjustment to school: The roles of executive function skills, attention control, and impulse control. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Oct 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/13214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sasser TR. Children's self-regulation and their academic and social-emotional adjustment to school: The roles of executive function skills, attention control, and impulse control. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

26. Kephart, Eugene Merrell. Relationships between Parental Involvement and Child Development Outcomes in Head Start .

Degree: 2008, Penn State University

 The purpose of this quantitative study was to examine the relationship between the amount and type of parent involvement and measures of child development and… (more)

Subjects/Keywords: Head Start; Parent Involvement; Education

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APA (6th Edition):

Kephart, E. M. (2008). Relationships between Parental Involvement and Child Development Outcomes in Head Start . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kephart, Eugene Merrell. “Relationships between Parental Involvement and Child Development Outcomes in Head Start .” 2008. Thesis, Penn State University. Accessed October 22, 2020. https://submit-etda.libraries.psu.edu/catalog/8022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kephart, Eugene Merrell. “Relationships between Parental Involvement and Child Development Outcomes in Head Start .” 2008. Web. 22 Oct 2020.

Vancouver:

Kephart EM. Relationships between Parental Involvement and Child Development Outcomes in Head Start . [Internet] [Thesis]. Penn State University; 2008. [cited 2020 Oct 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/8022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kephart EM. Relationships between Parental Involvement and Child Development Outcomes in Head Start . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

27. Miller, Sabrina. A Causal-Comparative Study on the Effects of Prekindergarten on Kindergarten Readiness Assessment (KRA) Social Foundation Scores.

Degree: 2018, Liberty University

 A student’s educational development is brought on through learning experiences and lessons that enhance school readiness and set the tone for the remainder of that… (more)

Subjects/Keywords: Cognitive Learning; Head Start; Kindergarten; Prekindergarten; Preschool; Social Skills

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APA (6th Edition):

Miller, S. (2018). A Causal-Comparative Study on the Effects of Prekindergarten on Kindergarten Readiness Assessment (KRA) Social Foundation Scores. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1831

Chicago Manual of Style (16th Edition):

Miller, Sabrina. “A Causal-Comparative Study on the Effects of Prekindergarten on Kindergarten Readiness Assessment (KRA) Social Foundation Scores.” 2018. Doctoral Dissertation, Liberty University. Accessed October 22, 2020. https://digitalcommons.liberty.edu/doctoral/1831.

MLA Handbook (7th Edition):

Miller, Sabrina. “A Causal-Comparative Study on the Effects of Prekindergarten on Kindergarten Readiness Assessment (KRA) Social Foundation Scores.” 2018. Web. 22 Oct 2020.

Vancouver:

Miller S. A Causal-Comparative Study on the Effects of Prekindergarten on Kindergarten Readiness Assessment (KRA) Social Foundation Scores. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Oct 22]. Available from: https://digitalcommons.liberty.edu/doctoral/1831.

Council of Science Editors:

Miller S. A Causal-Comparative Study on the Effects of Prekindergarten on Kindergarten Readiness Assessment (KRA) Social Foundation Scores. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1831


Oregon State University

28. Huang, Yu-Chi. Head start parent education to promote positive parent-child feeding relationships.

Degree: MS, Nutrition and Food Management, 2003, Oregon State University

Subjects/Keywords: Head Start programs  – Oregon

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APA (6th Edition):

Huang, Y. (2003). Head start parent education to promote positive parent-child feeding relationships. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/27327

Chicago Manual of Style (16th Edition):

Huang, Yu-Chi. “Head start parent education to promote positive parent-child feeding relationships.” 2003. Masters Thesis, Oregon State University. Accessed October 22, 2020. http://hdl.handle.net/1957/27327.

MLA Handbook (7th Edition):

Huang, Yu-Chi. “Head start parent education to promote positive parent-child feeding relationships.” 2003. Web. 22 Oct 2020.

Vancouver:

Huang Y. Head start parent education to promote positive parent-child feeding relationships. [Internet] [Masters thesis]. Oregon State University; 2003. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1957/27327.

Council of Science Editors:

Huang Y. Head start parent education to promote positive parent-child feeding relationships. [Masters Thesis]. Oregon State University; 2003. Available from: http://hdl.handle.net/1957/27327


University of Illinois – Chicago

29. Long, Cuiping. Promoting Family Economic Self-Sufficiency: The Impact of Head Start on Maternal Human Capital Investment.

Degree: 2016, University of Illinois – Chicago

 It is widely believed that promoting employment among low-income families and, in particular, among low-income mothers may be one of most important social policies we… (more)

Subjects/Keywords: Head Start; Child Care Subsidies; Maternal Labor Supply

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APA (6th Edition):

Long, C. (2016). Promoting Family Economic Self-Sufficiency: The Impact of Head Start on Maternal Human Capital Investment. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Long, Cuiping. “Promoting Family Economic Self-Sufficiency: The Impact of Head Start on Maternal Human Capital Investment.” 2016. Thesis, University of Illinois – Chicago. Accessed October 22, 2020. http://hdl.handle.net/10027/20190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Long, Cuiping. “Promoting Family Economic Self-Sufficiency: The Impact of Head Start on Maternal Human Capital Investment.” 2016. Web. 22 Oct 2020.

Vancouver:

Long C. Promoting Family Economic Self-Sufficiency: The Impact of Head Start on Maternal Human Capital Investment. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10027/20190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Long C. Promoting Family Economic Self-Sufficiency: The Impact of Head Start on Maternal Human Capital Investment. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Delaware

30. Johnson, Stacy R. Promoting emotional support in Head Start classrooms through teacher peer coaching.

Degree: PhD, University of Delaware, Department of Psychology, 2014, University of Delaware

 The emotional environment in preschool classrooms is an important context contributing to children's development, especially for children from economically disadvantaged families who often demonstrate deficits… (more)

Subjects/Keywords: Head Start programs.; Poor children.; Preschool teachers.; Career development.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, S. R. (2014). Promoting emotional support in Head Start classrooms through teacher peer coaching. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/16732

Chicago Manual of Style (16th Edition):

Johnson, Stacy R. “Promoting emotional support in Head Start classrooms through teacher peer coaching.” 2014. Doctoral Dissertation, University of Delaware. Accessed October 22, 2020. http://udspace.udel.edu/handle/19716/16732.

MLA Handbook (7th Edition):

Johnson, Stacy R. “Promoting emotional support in Head Start classrooms through teacher peer coaching.” 2014. Web. 22 Oct 2020.

Vancouver:

Johnson SR. Promoting emotional support in Head Start classrooms through teacher peer coaching. [Internet] [Doctoral dissertation]. University of Delaware; 2014. [cited 2020 Oct 22]. Available from: http://udspace.udel.edu/handle/19716/16732.

Council of Science Editors:

Johnson SR. Promoting emotional support in Head Start classrooms through teacher peer coaching. [Doctoral Dissertation]. University of Delaware; 2014. Available from: http://udspace.udel.edu/handle/19716/16732

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