WorldCat Identities

Germino-Hausken, Elvie

Overview
Works: 22 works in 42 publications in 1 language and 2,685 library holdings
Genres: Longitudinal studies 
Roles: Author
Classifications: LB1205, 372.2180973
Publication Timeline
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Most widely held works by Elvie Germino-Hausken
America's kindergartners : findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-99, fall 1998 by Jerry West( Book )

7 editions published between 1998 and 2000 in English and held by 502 WorldCat member libraries worldwide

Kindergarten teachers : public and private school teachers of the kindergarten class of 1998-99 by Elvie Germino-Hausken( )

3 editions published in 2004 in English and held by 357 WorldCat member libraries worldwide

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

2 editions published in 2004 in English and held by 315 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."
Eighth grade : first findings from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) by Jill Walston( )

2 editions published in 2008 in English and held by 310 WorldCat member libraries worldwide

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

4 editions published in 1993 in English and held by 228 WorldCat member libraries worldwide

Readiness for kindergarten : parent and teacher beliefs by Jerry West( Book )

2 editions published in 1993 in English and held by 201 WorldCat member libraries worldwide

Opinions vary widely as to what young children should know or be capable of doing to be ready for kindergarten. This paper looks at the beliefs held by two groups who play critical roles in the early education of children: parents of preschoolers and kindergarten teachers. Two surveys that were sponsored by the U.S. Department of Education and were conducted in the spring of 1993 asked parents and teachers to rate several attributes and attitudes in terms of their importance to any child's readiness for kindergarten. Parents and teachers agreed that it was very important or essential that the children be able to communicate their needs and wants verbally, and that the children be enthusiastic and curious in approaching new activities. There was considerable disagreement on other characteristics, however. A majority of the parents believed that for a child to be ready to enter kindergarten, knowing the letters of the alphabet, being able to count to 20 or more, and being able to use pencils and paint brushes were very important or essential, whereas few kindergarten teachers shared these beliefs. Four tables and seven endnotes are included. Contains 16 references. (MDM)
Child care and early education program participation of infants, toddlers, and preschoolers by Jerry West( Book )

2 editions published in 1995 in English and held by 197 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 193 WorldCat member libraries worldwide

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

1 edition published in 1992 in English and held by 165 WorldCat member libraries worldwide

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

1 edition published in 1994 in English and held by 84 WorldCat member libraries worldwide

America's kindergartners : findings from the Early Childhood Longitudinal Study, kindergarten class of 1998-99, fall 1998 by Jerry West( Book )

2 editions published in 2000 in English and held by 81 WorldCat member libraries worldwide

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, began following a nationally representative sample of approximately 22,000 kindergartners in the fall of 1998. Baseline data about these children, their families, and the kindergarten programs were collected from telephone interviews with the children's parents/guardians and from self-administered questionnaires completed by the kindergarten teachers. Data were also gathered during an individual assessment with each child. The study assessed the children's cognitive skills and knowledge, social skills, physical health and well-being, approaches to learning, and the children's family environment. Among the findings were the following: (1) in reading, mathematics, and general knowledge, older kindergartners outperform younger kindergartners; (2) children's performance increases with the level of their mothers' education; (3) kindergartners from two-parent families are more likely to score in the highest quartile than children from single-mother families, although some with single mothers also score in this quartile, and some from two-parent families score in the lowest quartile; (4) for the most part, children exhibit a high incidence of prosocial behaviors; (6) reports of children's problem behaviors vary by race/ethnicity and by whether the teacher or parent is rating the child; (7) kindergartners are generally healthy, although their general health differs by their family type, level of mothers' education, and whether or not the family uses public assistance; (8) in terms of children's approach to learning, both parents and teachers report that girls persist at tasks more often than boys, older kindergartners persist more often than younger ones, and children not at risk persist more often than children at risk for school difficulty; (9) the majority of parents report having more than 25 children's books in the home; and (10) black children are more likely than white, Asian, or Hispanic children to receive before- and/or after-school care. Findings indicate that while first-time kindergartners are similar in many ways, differences exist in children's skills and knowledge in relation to their characteristics, background, and experiences. The study will continue to follow the cohort through their fifth-grade year. (Contains 56 references.) (HTH)
Fifth grade : findings from the fifth-grade follow-up of the early childhood longitudinal study, kindergarten class of 1998-99 (ECLS-K) by Daniel Princiotta( Book )

2 editions published in 2006 in English and held by 13 WorldCat member libraries worldwide

"This report highlights children's gains in reading and mathematics over their first 6 years of school, from the start of kindergarten to the time when most of the children are completing fifth grade. It also describes children's achievement in reading, mathematics, and science at the end of fifth grade. Comparisons are made in relation to children's sex, race/ethnicity, family characteristics (e.g., family type, poverty status, primary home language), the types of schools attended (i.e., public or private), and residential and school mobility"--Title screen
Child care and early education program participation of infants, toddlers, and preschoolers by Jerry West( Book )

1 edition published in 1995 in English and held by 13 WorldCat member libraries worldwide

Teacher qualifications, instructional practices, and reading and mathematics gains of kindergartners( Book )

1 edition published in 2006 in English and held by 8 WorldCat member libraries worldwide

"This Research and Development (R & D) report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. Using hierarchical linear modeling (HLM), the study estimated the degree to which specific aspects of teacher training-the teaching credential and coursework in pedagogy-and teaching experience were associated with student achievement. In addition, the study identified teacher-reported instructional practices associated with student achievement gains and examined the qualifications of teachers and aspects of teacher training that were related to the use of these practices"--Title screen
Kindergarten teachers : public and private school teachers of the kindergarten class of 1998-99 by Elvie Germino-Hausken( )

1 edition published in 2004 in English and held by 6 WorldCat member libraries worldwide

America's Kindergartners: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall 1998 by Jerry West( Book )

3 editions published between 2000 and 2001 in English and held by 3 WorldCat member libraries worldwide

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, began following a nationally representative sample of approximately 22,000 kindergartners in the fall of 1998. Baseline data about these children, their families, and the kindergarten programs were collected from telephone interviews with the children's parents/guardians and from self-administered questionnaires completed by the kindergarten teachers. Data were also gathered during an individual assessment with each child. The study assessed the children's cognitive skills and knowledge, social skills, physical health and well-being, approaches to learning, and the children's family environment. Among the findings were the following: (1) in reading, mathematics, and general knowledge, older kindergartners outperform younger kindergartners; (2) children's performance increases with the level of their mothers' education; (3) kindergartners from two-parent families are more likely to score in the highest quartile than children from single-mother families, although some with single mothers also score in this quartile, and some from two-parent families score in the lowest quartile; (4) for the most part, children exhibit a high incidence of prosocial behaviors; (6) reports of children's problem behaviors vary by race/ethnicity and by whether the teacher or parent is rating the child; (7) kindergartners are generally healthy, although their general health differs by their family type, level of mothers' education, and whether or not the family uses public assistance; (8) in terms of children's approach to learning, both parents and teachers report that girls persist at tasks more often than boys, older kindergartners persist more often than younger ones, and children not at risk persist more often than children at risk for school difficulty; (9) the majority of parents report having more than 25 children's books in the home; and (10) black children are more likely than white, Asian, or Hispanic children to receive before- and/or after-school care. Findings indicate that while first-time kindergartners are similar in many ways, differences exist in children's skills and knowledge in relation to their characteristics, background, and experiences. The study will continue to follow the cohort through their fifth-grade year. (Contains 56 references.) (Hth)
America's kindergartners : findings from the early childhood longitudinal study, kindergarten class of 1998-99, Fall 1998 by Jerry West( )

1 edition published in 2000 in English and held by 3 WorldCat member libraries worldwide

School Readiness and Children's Developmental Status by Nicholas Zill( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

In order to provide data to help schools respond to the diversity in the backgrounds and educational needs of children entering school, a U.S. Department of Education study asked parents of 3- to 5-year-old children who had not yet started kindergarten about their children's accomplishments that indicated emerging literacy and numeracy skills and their children's difficulties in physical activity or attention. Results indicated that the percentage of children displaying signs of emerging literacy and small-motor skills increased with age. Developmental difficulties showed small changes across ages. More girls than boys demonstrated literacy and small-motor skills. This gender difference was small, however. Hispanic preschoolers showed fewer signs of emerging literacy, exhibited more difficulties with physical activity or attention, and were in less good general health than white or black children. The study identified five family risk factors: (1) mother has less than a high school education; (2) family is below the poverty line; (3) mother speaks a language other than English as her primary language; (4) mother was unmarried at the time of the child's birth; and (5) only one parent is present in the home. These risk factors, especially low maternal education and minority language status, were found to be associated with fewer accomplishments and more difficulties in children. Attending Head Start, prekindergarten, or other center-based preschool programs have beneficial effects on emerging literacy and numeracy in four-year-olds from both high- and low-risk family backgrounds. However, preschool attendance does not appear to ameliorate behavioral, speech, or health difficulties of preschoolers. (BC)
From kindergarten through third grade children's beginning school experiences by Amy H Rathbun( Book )

1 edition published in 2004 in English and held by 1 WorldCat member library worldwide

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

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

 
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Audience Level
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Audience level: 0.43 (from 0.32 for Teacher qu ... to 0.94 for Profile of ...)

Alternative Names
Germino-Hausken, Elvira

Hausken, Elvie Germino

Languages
English (40)