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Direct linkWaterman, Clare; McDermott, Paul A.; Fantuzzo, John W.; Gadsden, Vivian L. – Early Childhood Research Quarterly, 2012
Useful assessment outcomes (as manifest through assigned scores) must show reasonable variation across children because it is that variation that presumably defines children's individual differences. Alternatively it is conceivable that some portion of the variability in assessment outcomes does not reflect child differences but rather differences…
Descriptors: Early Childhood Education, Disadvantaged Youth, Kindergarten, Outcomes of Education
Bulotsky-Shearer, Rebecca J.; Fantuzzo, John W. – Early Childhood Research Quarterly, 2011
Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N=2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level…
Descriptors: Behavior Problems, Student Behavior, Disadvantaged Youth, Disability Identification
Rouse, Heather L.; Fantuzzo, John W. – Early Childhood Research Quarterly, 2009
The current research study used a developmental-epidemiological approach to examine the prevalence and impact of multiple risks on educational outcomes for an entire population of second grade children in a low-income, urban public school system. The Kids Integrated Data System (KIDS) provided information about children's entire histories of…
Descriptors: Homeless People, Child Abuse, Educational Objectives, Outcomes of Education
Fantuzzo, John W.; Bulotsky-Shearer, Rebecca; Fusco, Rachel A.; McWayne, Christine – Early Childhood Research Quarterly, 2005
The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and…
Descriptors: School Readiness, Predictor Variables, Play, Preschool Children
Peer reviewedFagan, Jay; Fantuzzo, John W. – Early Childhood Research Quarterly, 1999
Examined relationships between parent and teacher and between mother and father Social Skills Rating System (SSRS) reports for 134 urban Head Start children to assess the cross-informant capacity of the SSRS. Found an insignificant relationship between parent and teacher SSRS ratings; found significant congruence between mothers' and fathers'…
Descriptors: Interpersonal Competence, Parent Attitudes, Parents, Preschool Children
