WorldCat Identities

Zill, Nicholas

Overview
Works: 74 works in 161 publications in 2 languages and 5,551 library holdings
Genres: Reference works  Abstracts  Medical statistics 
Roles: Author, Other, Editor
Classifications: Z1003.2, 028.90973
Publication Timeline
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Most widely held works by Nicholas Zill
Who reads literature? : the future of the United States as a nation of readers by Nicholas Zill( Book )

8 editions published between 1989 and 1990 in English and Spanish and held by 671 WorldCat member libraries worldwide

This study, funded by the National Endowment for the Arts, provides statistical support for what is generally observed about American readers: that they are predominantly, educated, non-minority middle-class women. Readers are mostly professionals, women more than men, whites more than minorities, suburbanites more than rural or city folk. Zill moves this material from commonsense observance to sociological fact. The unusual comments he makes include: self-defined fiction readers often can't name the authors they've read, compared to those who read poetry for enjoyment; part-time workers read a great deal more poetry than anyone else in the labor force. ISBN 0-932020-86-0: $9.95
Health of our nation's children by Mary Jo Coiro( Book )

5 editions published in 1994 in English and held by 551 WorldCat member libraries worldwide

Head Start Performance Measures Center : Family and Child Experiences Survey (FACES 2000) : technical report( )

3 editions published in 2006 in English and held by 299 WorldCat member libraries worldwide

Non-custodial parent's participation in their children's lives [electronic resource] : evidence from the Survey of Income and Program Participation by Christine Winquist Nord( )

2 editions published in 1996 in Undetermined and English and held by 298 WorldCat member libraries worldwide

Head Start FACES 2000 : a whole-child perspective on program performance( )

1 edition published in 2003 in English and held by 296 WorldCat member libraries worldwide

This is the second Head Start Family and Children Experiences Survey (FACES), "a study of a national random sample of Head Start programs designed to answer critical questions about child outcomes and program quality"--Executive Summary
Head Start FACES : longitudinal findings on program performance : third progress report by Nicholas Zill( )

3 editions published in 2001 in English and held by 296 WorldCat member libraries worldwide

The Head Start Family and Child Experiences Survey is an ongoing, national longitudinal study into the development of children in Head Start programs, the well-being of their families, the quality of Head Start classrooms, and the characteristics and opinions of teachers and program staff
Head Start Program performance measures : second progress report( )

2 editions published in 1998 in English and held by 291 WorldCat member libraries worldwide

The data in this second progress report are drawn from the spring 1997 Family and Children Experiences Survey (FACES) field test. The Survey is a nationally representative sample of Head Start programs, classrooms, teachers, parents and children examining the quality and effects of Head Start. The field test assessed the feasibility of interviewing and assessing parents and children on a large scale using selected program performance measures. The first progress report, 'Charting our progress : development of the Head Start Program performance measures, was published in 1995
Researching the family : a guide to survey and statistical data on U.S. families by Nicholas Zill( Book )

5 editions published in 1993 in English and held by 287 WorldCat member libraries worldwide

This guide to family data is intended as a tool to the rich resources of existing databases. The guide catalogs the data resources, lists articles that have made use of major data sets, and gives names, addresses, and phone numbers of knowledgeable persons who can provide additional information on each database
The elementary school performance and adjustment of children who enter kindergarten late or repeat kindergarten : findings from national surveys by Nicholas Zill( Book )

1 edition published in 1997 in English and held by 207 WorldCat member libraries worldwide

The school-age handicapped : a statistical profile of special education students in elementary and secondary schools in the United States by Nicholas Zill( Book )

5 editions published between 1985 and 1987 in English and held by 205 WorldCat member libraries worldwide

Approaching kindergarten : a look at preschoolers in the United States( Book )

3 editions published in 1995 in English and held by 202 WorldCat member libraries worldwide

Parent and student perceptions of the learning environment at school by Kathryn Chandler( Book )

2 editions published in 1993 in English and held by 169 WorldCat member libraries worldwide

Developmental, learning, and emotional problems : health of our nation's children, United States, 1988 by Nicholas Zill( Book )

6 editions published in 1990 in English and held by 164 WorldCat member libraries worldwide

This report presents data from the 1988 National Health Interview Survey of Child Health, which was conducted by the National Center for Health Statistics. The data concern the proportions of young people (n=17,110) 17 years of age and under who were reported by their parents to have had: (1) a delay in development; (2) a learning disability; or (3) an emotional or behavioral problem that lasted 3 months or more or required psychological treatment. The report notes when each of the conditions was first noticed, and whether treatment, counseling, or special educational services were received for it. Survey-based prevalence estimates are compared with estimates based on clinical studies, U.S. Department of Education data on special education services, and previous health survey data on the receipt of psychological help by children and adolescents. Variations in prevalence by age, sex, family income, mother's education, race, Hispanic origin, and family structure are examined. Alternative explanations for observed group differences and changes in the counseling and educational services received for these conditions are discussed. Seven tables supplement the text; citations number 47. (RH)
Running in place : how American families are faring in a changing economy and an individualistic society by Nicholas Zill( Book )

3 editions published in 1994 in English and held by 98 WorldCat member libraries worldwide

The reasons given for the apparent decline in family well-being include weakened family values, poor parenting, detrimental behavior of parents and young people, and social and economic forces in the larger society that make it difficult for families to perform their functions well. So great is the concern that some observers are convinced that the family as we know it is "falling apart." The truth is, though, that most families are trying to do well by their children in a difficult time. This report describes the situation of families in the United States in the 1990s, using statistical data, and explores three challenges that families with children currently face as they attempt to fulfill some of the functions that society expects of them. The three challenges are: (1) making ends meet in a changing economy; (2) combating negative peer influences; and (3) maintaining parental control as children grow older. The first three chapters of the report explore each of these challenges in depth. The fourth chapter discusses states and cities as environments for families with children. The fifth chapter examines what can be done to help families, including the role of government programs and partnerships between schools and families. Several themes recur throughout the book: though family structure may affect the degree of risk, how a family functions is a more important indicator of its health than structure; a single risk factor is not as significant as multiple factors; and to function, families need the support and cooperation of their communities and other institutions. (Hth)
Entering kindergarten : findings from the condition of education 2000 by Nicholas Zill( Book )

4 editions published in 2001 in English and held by 92 WorldCat member libraries worldwide

With the launch of the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, measures of knowledge, skills, health, and behavior of a large and nationally representative sample of American Kindergartners are available. Drawing on data from the study, this report provides a portrait of kindergarten children in the areas of reading, mathematics, and general knowledge, as well as noncognitive aspects of school readiness. The report details: (1) what a typical child knows at school entry; (2) what the typical child's health and behavior are like at school entry; (3) what factors help account for variations in knowledge, health, and behavior at school entry; (4) what sex-related differences in school readiness exist for kindergartners; (5) what family background characteristics affect children's skills and knowledge; and (6) how risk factors affect noncognitive aspects of school readiness. Among the findings are the following: (1) most children know their letters and can count more than 10 objects; (2) most are in very good to excellent health, though some experience developmental difficulties; (3) most are reasonably well behaved and exhibit a positive approach to classroom tasks; (4) some have advanced skills while others lag behind; (5) age is a factor in variations in knowledge, health, and behavior; (6) girls and boys have similar skills, although girls are slightly ahead in reading; (7) more boys experience developmental difficulties; (8) girls are more prosocial and less prone to problem behavior; (9) nearly half of all entering kindergartners come from families with one or more risk factors in the areas of parental education, socioeconomic status, and family structure; (10) minority children are more likely to be at risk; (11) risk factors are linked to poorer child health; (12) at-risk children are less likely to be socially adept and more likely to be aggressive; and (13) fewer at-risk children have a positive attitude toward learning activities. (Contains 40 references.) (HTH)
Child health and school readiness : background paper on a national education goal by Nicholas Zill( Book )

3 editions published in 1990 in English and held by 78 WorldCat member libraries worldwide

One of the objectives of the U.S. Department of Education's National Goals for Education is that "Children will receive the nutrition and health care needed to arrive at school with healthy minds and bodies, and the number of low birthweight babies will be significantly reduced through enhanced prenatal health systems." This paper provides background information on the current state of child health, nutrition, and health care in the United States, and on medical conditions and public health problems relevant to academic achievement and the functioning of schools. The paper begins with observations about the relationship between child health and learning. Several ways in which ill health can interfere with the learning process are outlined. The paper touches on the influence of economic disparities in child health status, health limitations, the infant mortality rate, frequency of medical care, place of care, health insurance coverage, nutritional status, and birth weight. The paper concludes by noting that there is a link between child health and educational outcomes, but even substantial progress in improving children's health status cannot be relied on to dramatically alter group differences in academic achievement. Contains 26 references. (CW)
To provide preschool programs for disadvantaged and disabled children to enhance their school readiness : background paper on a National Educational Goal by Nicholas Zill( Book )

1 edition published in 1990 in English and held by 73 WorldCat member libraries worldwide

The first National Education Goal agreed to be President Bush and the nation's governors is that all children will start school ready to learn. The first objective under that goal is that of providing high quality and developmentally appropriate preschool programs for all disadvantaged and disabled children. This paper seeks to assist efforts to achieve that objective by defining key concepts and providing background information concerning the size of the target population, levels of preschool participation by disadvantaged and disabled children, and indicators of the quality of the programs in which disadvantaged and disabled children are enrolled. Enrollment patterns are described in terms of the preschool participation of disadvantaged children, private versus public programs, trends in enrollment by income across time, differences by race and Hispanic origin, preprimary enrollment levels among Hispanic children, Head Start, prekindergarten programs supported by Chapter 1 funds, and state-funded prekindergarten programs. Data indicate that about half of the 4-year-olds in poor families nationwide receive preschool instruction, either from Head Start, Chapter 1, or state-funded programs. The same is true for less than 20 percent of poor 3-year-olds. By 5 years of age, nearly all children from low-income families are enrolled in public school kindergarten or prekindergarten programs. An appendix describes the kind of data system that would be desirable for the monitoring of progress toward the objective of providing high quality programs to all disadvantaged children. (56 references) (rh)
 
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Researching the family : a guide to survey and statistical data on U.S. families
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