WorldCat Identities

Hess, Robert D.

Overview
Works: 102 works in 288 publications in 5 languages and 5,216 library holdings
Genres: Handbooks and manuals  Conference papers and proceedings  Bibliography  Cross-cultural studies  Longitudinal studies 
Roles: Author, Editor, Other, Creator, Director
Classifications: LB1537, 372.13078
Publication Timeline
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Most widely held works by Robert D Hess
An activities handbook for teachers of young children by Doreen J Croft( Book )

29 editions published between 1972 and 1990 in 4 languages and held by 1,244 WorldCat member libraries worldwide

A handbook intended as a guide for prospective and inservice teachers of young children is presented. This is the second of two volumes. The activities include almost all those one might want to use with preprimary children. The largest sections cover language activities and the several arts. All of the activities included some from actual classroom experience and use. This guide is divided in five parts: Opportunities for Growth in Language Abilities, Experiences in Prescience, Exploring the Arts, Pre-Math Experiences, and Cooking. (Author/CK)
The development of political attitudes in children by Robert D Hess( Book )

35 editions published between 1967 and 2007 in 3 languages and held by 1,234 WorldCat member libraries worldwide

More than 17,000 children were interviewed or tested to investigate their political attitudes. Data relevant to social class and intelligence are as follows: compared to others, children of high intelligence acquired political attitudes earlier, saw the Supreme Court as a more powerful decision maker, perceived laws as less rigid, had more reservations about the competence of the government and had a sense of political efficacy, were more likely to be politically active, and were more willing to accept the possibility of change in the system. The amount of difference perceived between political parties and beliefs about their disagreements, perception of duty to vote, loyalty to the country, and interest in current events did not vary by social class or intelligence. Party choice was not related to social status until after grade 5; children with greater ability to abstract were more likely to perceive the government in institutional rather than personal terms; children from working class homes were more attached to the President than were others; and participation in political discussion and concern with political issues were more frequent in children of high iq and social status. (Rj)
Compensatory education for cultural deprivation. [A report] based on working papers contributed by participants in the Research Conference on Education and Cultural Deprivation by Benjamin S Bloom( Book )

22 editions published between 1964 and 1967 in English and held by 839 WorldCat member libraries worldwide

Based on working papers for the Research Conference on Education & Cultural Deprivation, 1964, Chicago
Early education; current theory, research, and action by Robert D Hess( Book )

23 editions published between 1968 and 1972 in English and held by 727 WorldCat member libraries worldwide

Instructional software : principles and perspectives for design and use by Decker F Walker( Book )

9 editions published between 1984 and 1985 in English and held by 427 WorldCat member libraries worldwide

Eight city study of child political socialization by David Easton( Book )

12 editions published between 1971 and 1975 in English and held by 92 WorldCat member libraries worldwide

Familienwelten : Kommunikation und Verhaltensstile in Familien by Robert D Hess( Book )

5 editions published in 1975 in German and held by 89 WorldCat member libraries worldwide

Frühkindliche Erzeihung by Conference on Pre-school Education( Book )

4 editions published in 1972 in German and held by 65 WorldCat member libraries worldwide

The development of basic attitudes and values toward government and citizenship during the elementary school years by Robert D Hess( Book )

7 editions published in 1965 in English and held by 58 WorldCat member libraries worldwide

Conference on development of cross-national research on the education of children and adolescents by Robert D Hess( Book )

4 editions published in 1964 in English and held by 55 WorldCat member libraries worldwide

Nine foreign research centers and 9 united states research centers were represented by 24 investigators at a cross-national conference in chicago, illinois, on february 20-28, 1964. objectives of the conference were--(1) to examine the implications of contemporary research for education, (2) to plan new projects with particular relevance for education, and (3) to communicate the results of this conference to a wider audience in order to stimulate interest and additional research. A work group on child-rearing practices suggested that the problem of obtaining comparable cross-national data in a systematic way be approached by setting up two kinds of structures under international sponsorship--(1) a federation of 7 to 12 newly developed research facilities in strategically selected areas of the world, and (2) a related, but more loosely federated, and probably less reciprocally operated, string of about 30 research facilities in already existing centers of learning and research. The work group on development of social attitudes developed a plan for cross-cultural investigation to be instituted in the united states, germany, italy, mexico, brazil, and possibly england on various specified areas of behavior. The work group on cognitive development discussed current research projects pertaining to development of the child's cognitive functioning and value concepts. (Jm)
Early formal education : current theory, research, and practice by Conference on Pre-school Education( Book )

3 editions published in 2010 in English and held by 49 WorldCat member libraries worldwide

Bearbejdede indlæg fra en konference afholdt i USA i 1966 om tidlig læring og tidlig undervisning. Bogen afspejler tidens pædagogiske og udviklingspsykologiske forskning og behandler bl.a. spørgsmål som: Ved hvilken alder skal formel undervisning begynde? Hvilken effekt har timingen af undervisning for barnets senere sociale og uddannelsesmæssige udvikling? Får samfundet nok for de økonomiske og professionelle ressourcer, der anvendes på preschool-området? Kan socialt dårligt stillede børn opnå en god uddannelse uden at inddrage familie og samfund?
Relationships between achievement in high school, college, and occupation: a follow-up study by University of Chicago( Book )

3 editions published in 1963 in English and held by 47 WorldCat member libraries worldwide

The cognitive environments of urban preschool children by Robert D Hess( Book )

6 editions published between 1968 and 1969 in English and held by 28 WorldCat member libraries worldwide

This is the final report of the follow-up phase of a project begun in 1962 and designed to analyze the effect of home and maternal influence on the cognitive development of urban Negro preschool children. Contents include: the child's school achievement in the first and second grades; stylistic aspects of children's behavior and their susceptibility to voluntary control and regulation; the child's cognitive development; cognitive behavior of mother and child; the child's language; and, the child's exploratory behavior and interests. A summary of follow-up phase results is included. Extensive appendixes carry samples of questionnaires, interview forms, and procedures for administering and scoring various tasks, rating scales, and tests. For the final report see ud 009 185. [Because of the size of the print of some of the tables, several will not be clear in hard copy reproduction.] (jm)
Teachers of young children. Instructor's manual. by Robert D Hess( Book )

2 editions published between 1972 and 1975 in English and held by 17 WorldCat member libraries worldwide

Libro para educadores de niños en edad preescolar : texto básico by Robert D Hess( Book )

4 editions published between 1981 and 1982 in Spanish and held by 17 WorldCat member libraries worldwide

Hahaoya no taido, kōdō to kodomo no chiteki hattatsu : Nichi-Bei hikaku kenkyū by Hiroshi Azuma( Book )

3 editions published in 1981 in Japanese and held by 11 WorldCat member libraries worldwide

Speaking of early childhood education by Robert D Hess( Recording )

2 editions published in 1974 in English and held by 10 WorldCat member libraries worldwide

Eight City Study of Child Political Socialization, 1961-1962 by David Easton( )

3 editions published between 1971 and 1975 in 3 languages and held by 8 WorldCat member libraries worldwide

This study sought to measure children's early receptiveness to political concepts. A structured questionnaire was administered to a sample of white urban public school children in grades 2 through 8 from eight American cities: Boston, Massachusetts, Portland, Maine, Chicago, Illinois, Sioux City, Iowa, Atlanta, Georgia, Jackson, Mississippi, San Francisco, California, and Tacoma, Washington. Information was collected on attitudes toward real people and roles, opinions concerning the origin, relevance, and supremacy of laws, and cognizance of current affairs and issues. All grades were given the same physical questionnaire, but only grades 4 through 8 completed it in its entirety. Grades 2 and 3 stopped after they had reached their respective limits
Inventory of compensatory education projects by University of Chicago( Book )

2 editions published in 1965 in English and held by 6 WorldCat member libraries worldwide

The computer as a socializing agent : some socioaffective outcomes of CAI by Robert D Hess( Book )

4 editions published between 1970 and 1977 in English and held by 6 WorldCat member libraries worldwide

The socializing role of computer-assisted instruction (cai) was seen to be a positive one in this study. The students, predominantly Mexican-American, who experienced cai, and other students, in a control group, who did not, liked the computer. They thought it gave the right answers and they respected it as having a vast array of information available to it. They also saw it as fair, trusted its evaluations as well as its handling of task assignments, and sometimes attributed to it an almost human role. Feelings of greater trust in the learning situation managed via computer as compared to a learning situation monitored by a teacher were especially evident among cai students. On the other hand, while both groups tended to ascribe charismatic qualities to the computer rather than to the teacher, cai students were more aware than their Non-CAI peers of the computer's unresponsiveness to students' eventual desires to change the course or the content of its lessons. Greater confidence in the computer as compared to the teacher may follow from the fact that the teacher is perceived as evaluating student performance in mathematics tasks on the basis of behavior not related to these tasks. (Mf)
 
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Early formal education : current theory, research, and practice
Alternative Names
Hess, Robert.

Hess, Robert 1920-

Hess, Robert Daniel

Hess, Robert Daniel 1920-

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Early formal education : current theory, research, and practice