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Head start

About: Head start is a research topic. Over the lifetime, 5952 publications have been published within this topic receiving 168333 citations.


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01 Jan 1999
TL;DR: Guns, Germs, and Steel as discussed by the authors argues that geographical and environmental factors shaped the modern world, and argues that societies that had had a head start in food production advanced beyond the hunter-gatherer stage, and then developed religion and nasty germs and potent weapons of war.
Abstract: In this "artful, informative, and delightful" (William H McNeill, New York Review of Books) book, Jared Diamond convincingly argues that geographical and environmental factors shaped the modern world Societies that had had a head start in food production advanced beyond the hunter-gatherer stage, and then developed religion --as well as nasty germs and potent weapons of war --and adventured on sea and land to conquer and decimate preliterate cultures A major advance in our understanding of human societies, Guns, Germs, and Steel chronicles the way that the modern world came to be and stunningly dismantles racially based theories of human history Winner of the Pulitzer Prize, the Phi Beta Kappa Award in Science, the Rhone-Poulenc Prize, and the Commonwealth club of California's Gold Medal

3,457 citations

Journal ArticleDOI
TL;DR: This article proposed a two-stage hierarchical linear model (HLM) to study the structure of individual growth and estimate important statistical and psychometric properties of collections of growth trajectories, discovering correlates of change factors that influence the rate at which individuals develop; and testing hypotheses about the effects of on or more experimental or quasi-experimental treatments on growth curves.
Abstract: Developments over the past 10 years in the statistical theory of hierarchical linear models (HLMs) now enable an integrated approach for (a) studying the structure of individual growth and estimating important statistical and psychometric properties of collections of growth trajectories; (b) discovering correlates of change factors that influence the rate at which individuals develop; and (c) testing hypotheses about the effects of on or more experimental or quasi-experimental treatments on growth curves. The approach is based on a two-stage hierarchical model. An example based on Head Start data illustrated key analytic uses of HLMs; (a) describing the structure of the mean growth trajectory; (b) estimating the extent and character of individual variation around mean growth; (c) assessing the reliability of measures for studying both status and change; (d) estimating the correlation between subjects entry status and rates of growth; (e) estimating correlates of both status and change; (f) assessing the adequacy of between-subjects models by estimating reduction in unexplained parameter variance (reduction in uncertainty about the individual growth parameters as distinguished from errors in their estimation); and (g) predicting future individual growth. HLMs can be applied in experimental and quasi-experimental settings. The HLM approach requires multi-time point data. The special strengths of HLMs in individual prediction are remarkable. The study of growth curves using HLMs requires special care to distributional assumptions covariance assumptions and the metric of measurement. HLMs seem broadly applicable to the study of change and are likely to extend substantially the empirical research on change. To the extent that HLMs enrich the class of testable hypotheses about the structure of growth it may also encourage a broadened discussion about the nature of change itself.

1,416 citations

Journal ArticleDOI
TL;DR: Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain.
Abstract: This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of primary school). Children were tested in preschool (M age = 4 years, 6 months) on a battery of cognitive measures, and mathematics and reading outcomes (from standardized, norm-referenced school-based assessments) were taken on entry to primary school, and at the end of the first and third year of primary school. Growth curve analyses examined predictors of math and reading achievement across the duration of the study and revealed that better digit span and executive function skills provided children with an immediate head start in math and reading that they maintained throughout the first three years of primary school. Visual-spatial short-term memory span was found to be a predictor specifically of math ability. Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain. The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment.

1,414 citations

01 Jan 1984
TL;DR: The case of Head Start and the Handicapped Defending Illusions: The Institution's Struggle for Survival A Closing Remark Appendix - Field Notes Bibliography Author Index Subject Index as mentioned in this paper.
Abstract: Introduction PART ONE: AMONG THE PEOPLE: HOW TO CONDUCT QUALITATIVE RESEARCH: Participant Observation: Pre- Fieldwork Participant Observation: In the Field Indepth Interviewing Montage: Discovering Methods Working with Data: Data Analysis in Qualitative Research PART TWO: WRITING UP FINDINGS: The Presentation of Findings The Judged Not the Judges: An Insider's View of Mental Retardation Be Honest But Not Cruel: Staff/Parent Communication on a Neonatal Unit Let Them Eat Programs: Attendant's Perspectives and Programming on Wards in State Schools National Policy and Situated Meaning: The Case of Head Start and the Handicapped Defending Illusions: The Institution's Struggle for Survival A Closing Remark Appendix - Field Notes Bibliography Author Index Subject Index.

1,272 citations

Journal ArticleDOI
TL;DR: Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment.
Abstract: The extent to which early childhood programs produce long-term benefits in children’s cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families. The review carefully considers issues related to research design. It includes studies of preschool education, Head Start, child care, and home visiting programs, and focuses primarily on the effects of program participation on children’s cognitive development. Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. Not all programs produce these benefits, perhaps because of differences in quality and funding across programs. The article concludes with recommendations for future action.

1,244 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202356
202288
2021174
2020181
2019211
2018182