WorldCat Identities

West, Jerry 1949-

Overview
Works: 41 works in 107 publications in 1 language and 8,111 library holdings
Genres: Longitudinal studies 
Roles: Author
Classifications: LB1205, 372.2180973
Publication Timeline
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Most widely held works by Jerry West
The kindergarten year : findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-99 by Jerry West( Book )

4 editions published between 1999 and 2000 in English and held by 468 WorldCat member libraries worldwide

The U.S. National Center for Education Statistics (NCES) presents the full text of "The Kindergarten Year" in PDF format. The report contains findings from the Early Childhood Longitudinal Study for the kindergarten class of 1998-1999. The study examined the gains made by kindergarten students in reading and mathematics, as well as advances in specific knowledge and skills
America's kindergartners : findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-99, fall 1998 by Jerry West( Book )

5 editions published between 1998 and 2000 in English and held by 466 WorldCat member libraries worldwide

Fathers' involvement in their children's schools by Christine Winquist Nord( Book )

5 editions published in 1997 in English and held by 390 WorldCat member libraries worldwide

Fathers' and mothers' involvement in their children's schools by family type and resident status by Christine Winquist Nord( Book )

6 editions published in 2001 in English and held by 369 WorldCat member libraries worldwide

Eighth graders' reports of courses taken during the 1988 academic year by selected student characteristics : national education longitudinal study of 1988 by Kenneth A Rasinski( Book )

4 editions published in 1990 in English and held by 279 WorldCat member libraries worldwide

Family-child engagement in literacy activities : changes in participation between 1991 and 1993 by DeeAnn Wright( Book )

2 editions published in 1994 in English and held by 276 WorldCat member libraries worldwide

The postsecondary vocational education of 1980 high school seniors : the two-year associate of arts degree by Jerry West( Book )

5 editions published in 1989 in English and held by 258 WorldCat member libraries worldwide

Experiences in child care and early childhood programs of first and second graders by Jerry West( Book )

2 editions published in 1992 in English and held by 252 WorldCat member libraries worldwide

Schools' use of assessments for kindergarten entrance and placement : 1998-99 by Naomi Prakash( Book )

2 editions published in 2003 in English and held by 239 WorldCat member libraries worldwide

The elementary school performance and adjustment of children who enter kindergarten late or repeat kindergarten : findings from national surveys by Nicholas Zill( Book )

5 editions published in 1997 in English and held by 226 WorldCat member libraries worldwide

National Education Longitudinal Study of 1988 : a profile of parents of eighth graders by Laura Horn( Book )

2 editions published in 1992 in English and held by 218 WorldCat member libraries worldwide

National Household Education Survey : profile of preschool children's care and early education program participation by Jerry West( Book )

3 editions published in 1993 in English and held by 210 WorldCat member libraries worldwide

Effectiveness of oversampling blacks and hispanics in the NHES field test : National Household Education Survey by Leyla Kheradmand Mohadjer( Book )

2 editions published in 1992 in English and held by 205 WorldCat member libraries worldwide

Proxy reporting of dropout status in the NHES field test by Leyla Kheradmand Mohadjer( Book )

3 editions published in 1992 in English and held by 199 WorldCat member libraries worldwide

A trend study of high school offerings and enrollments : 1972-73 and 1981-82 by Jerry West( Book )

6 editions published in 1984 in English and held by 193 WorldCat member libraries worldwide

Children's reading and mathematics achievement in kindergarten and first grade by Kristin Denton Flanagan( Book )

5 editions published in 2002 in English and held by 110 WorldCat member libraries worldwide

This report is the third in a series based on findings about young children's early experiences with school from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ecls-k). Sponsored by the U.S. Department of Education, National Center for Education Statistics, the ecls-k study selected a nationally representative sample of kindergartners in the fall of 1998 and is following these children through the spring of their fifth-grade year. The study collects information directly from the children, their families, teachers, and schools. This report looks at children's school performance during first grade in terms of their reading and mathematical knowledge and skills by relating them to child, family, and school characteristics. The report finds that some of the differences in children's reading and mathematics knowledge and skills by child, family, and school characteristics that are present as they enter kindergarten persist into the spring of their kindergarten and spring of their first-grade year. For example, poor children consistently score below the national average in both reading and mathematics across the kindergarten year and into the spring of first grade. These findings also suggest differences that are beginning to emerge by children's sex. By spring of first grade, females are more likely to be reading (understanding words in context), whereas, males are more likely be proficient at advanced mathematics (multiplication and division). However, some differences do seem to wane. For example, in both reading and mathematics, Hispanic children's scores tend to move upward toward the national mean over these two school years. The longitudinal nature of the ecls-k will enable researchers to track these differences in terms of children's third- and fifth-grade reading and mathematics performance. The report also notes that children who bring certain knowledge and skills with them to kindergarten are likely to be at an advantage in classroom learning compared to peers who do not possess such resources. The descriptive analyses of the report show that children who have specific cognitive knowledge and skills, are read to frequently, possess positive approaches to learning, and enjoy very good or excellent general health, perform better in reading and mathematics than those without these resources. (Includes data and standard error tables. Appended is a table of regression coefficients for the relationship between children's resources and skills to their spring kindergarten and spring first-grade reading performance. Contains 18 references.) (hth)
Young children's access to computers in the home and at school in 1999 and 2000 by Amy H Rathbun( Book )

3 editions published in 2003 in English and held by 25 WorldCat member libraries worldwide

As computers become more prevalent and computer skills more necessary, there continues to be a "digital divide" between those with computer access and skills and those without. These differences are less pronounced in skills where children's access to computers and the Internet are more prevalent. Noting that few studies have focused exclusively on kindergartners' and first-graders' access to and use of computers in different settings, this report details examination of data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ecls-k) to assess children's access to and use of computers in their schools, classrooms, and homes as they begin formal schooling. Data were drawn upon to answer 10 questions pertaining to access to and use of computer resources. Findings indicated that almost all young children had access to computers, either at home or in their classrooms, and schools. However, kindergartners' access differed by the types of school they attended: public schoolers had greater access to school and classroom resources, whereas private school children had greater access to home computer resources. For the most part, young children's access to school computer resources did not differ greatly by child and family characteristics. However, in kindergarten some minority children and those from lower-SES families were less likely to attend schools that provided Internet access. In first grade, children from the lowest ses group continued to have less access to the Internet in comparison to first-graders in the highest ses group. Kindergartners and first-graders in the lowest ses group were also less likely to have a computer area in their classroom. Socioeconomic status also predicted access to computers at home. Findings related to children's use of computers indicated that the majority of young children in public schools were in classrooms where computers were used for instructional purposes on a weekly basis. The most frequent classroom uses were to learn reading, writing, and spelling; to learn math; and for fun. Public school children with access to home computers used them an average of 3 to 4 days a week; frequency of use did not tend to differ by child or family characteristics. Over 86 percent used them for educational purposes. Finally, young children's classroom computer use in public schools did not differ based on whether children had home access. The report concludes by suggesting additional analyses and future research. The report's two appendices include standard error tables for the main text and supplementary tables and standard errors. (Contains 13 references.) (Hth)
Full-day and half-day kindergarten in the United States : findings from the Early childhood Longitudinal Study, kindergarten class of 1998-99 by Jill Walston( Book )

2 editions published in 2004 in English and held by 24 WorldCat member libraries worldwide

From kindergarten through third grade : children's beginning school experiences by Amy H Rathbun( Book )

2 editions published in 2004 in English and held by 22 WorldCat member libraries worldwide

"This report highlights children's gains in reading and mathematics over their first 4 years of school., from the start of kindergarten to the point when most of the children are finishing third grade. It also describes children's achievement status in reading, mathematics, and science at the end of third grade. Information is also presented on children's perceptions of their competence and interests in school subjects, their relationships with peers, and their perceptions about any problem behaviors they might exhibit. Comparisons are made in relation to children's sex, race/ethnicity, number of family risk factors, kindergarten program type, and the types of schools (i.e., public or private) children attended in the first 4 years of school."
Children born in 2001 : first results from the base year of the early childhood longitudinal study, birth cohort (ECLS-B) by Kristin Denton Flanagan( Book )

2 editions published in 2004 in English and held by 11 WorldCat member libraries worldwide

 
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Alternative Names
West, Walter.

West, Walter 1949-

Languages
English (70)