Fantuzzo, John

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Now showing 1 - 10 of 16
  • Publication
    The Classroom Engagement Scale: Validity Evidence and Implications for Use
    (Penn Child Research Center, 2017-07-01) Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Brumley, Benjamin; LeBoeuf, Whtiney
    This research brief describes the validation of the Classroom Engagement Scale for use in kindergarten based on it current full-scale use in the School District of Philadelphia. It provides the foundation for more meaningful use of the scale by parents and teachers as they work to build social-emotional competencies in kindergarten students.
  • Publication
    A Comprehensive Examination of the School District of Philadelphia’s Kindergarten Classroom Engagement Scale (CES): Validation Report
    (Penn Child Research Center, 2017-11-01) Barghaus, Katherine; Fantuzzo, John; Brumley, Benjamin; Coe, Kristen; LeBoeuf, Whitney
    The Penn Child Research Center and School District of Philadelphia (SDP) have partnered to foster the classroom engagement skills of students entering public school kindergarten. To do so, a three-phase, evidence-based, plan was developed. The first phase was to establish the scientific validity and reliability of the District’s measure of classroom engagement currently used at-scale with all kindergarteners–the Classroom Engagement Scale (CES). This measure consists of 14 items and it appears on the kindergarten report card which is sent home quarterly. This report contains the findings from the validation study.
  • Publication
    Using Integrated Data to Understand Early Childhood Risks and Access to Quality Early Childhood Education
    (2017-04-01) Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Henderson, Cassandra; LeBoeuf, Whitney
    These slides were presented at the 2017 Annual Meeting of the American Educational Research Association in San Antonio, Texas. The session was titled "Data-Driven Decision Making: Not the Usual Contexts."
  • Publication
    The Use of Integrated Data to Inform Quality Pre-K Expansion in Philadelphia
    (Penn Child Research Center, 2017-04-01) Barghaus, Katherine; Henderson, Cassandra; Coe, Kristen; LeBoeuf, Whitney; Fantuzzo, John; Moore, James
    This research brief describes how integrated administrative data from the City of Philadelphia's CARES data system were used to inform the expansion of pre-k services in the City of Philadelphia. It provides a model for other states and municipalities seeking to use integrated data to inform policy-making, particularly for young children and their families.
  • Publication
    An Inquiry into Pennsylvania’s Keystone STARS: Research Report
    (2015-11-01) Sirinides, Philip M; Fantuzzo, John; LeBoeuf, Whitney A; Barghaus, Katherine M; Fink, Ryan
    A team from the University of Pennsylvania was funded by the William Penn Foundation to conduct an inquiry of Keystone STARS. The goal of this inquiry was to provide a broad look at Keystone STARS to inform future revisions and evaluation of the system as part of Pennsylvania’s Race to the Top Early Learning Challenge grant (2013-2018). The inquiry focused on providing an overarching look at Keystone STARS with respect to three major areas and presents a detailed review of the data and findings for each of the three aspects: Child outcomes: examining the relations between Keystone STARS and children’s overall developmental competencies. Quality components: investigating the extent of evidence from theory, empirical research, and practitioner expertise linking each of the Keystone STARS quality components to child outcomes. Systems approach to rating quality and guiding improvements: examining overall features of the system that could be improved to enhance the effectiveness and efficiency of the system. The authors conclude with an overview of the lessons learned and point to promising areas of reform for improving Keystone STARS for the children of Pennsylvania.
  • Publication
    Problems in Classroom Engagement: Validation of an Assessment for District-wide use in the Early Primary Grades
    (2016-07-01) Barghaus, Katherine; Fantuzzo, John; Henderson, Cassandra; LeBoeuf, Whitney; Li, Feifei; McDermott, Paul
    Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all first, second, and third grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two key group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of PCES in a large, urban setting. As such, use of the PCES can help in fostering district-wide attention to students’ early behavioral, social, and academic engagement difficulties.
  • Publication
    Early Childhood Experiences and Kindergarten Success: A Population-Based Study of a Large Urban Setting
    (2005-01-01) Fantuzzo, John; Rouse, Heather L; McDermott, Paul; Childs, Stephen; Weiss, Andrea
    This study examined the unique protective influence of center-based early care and education experiences on kindergarten outcomes for children entering public school kindergarten. The 3,969 participants were geographically and demographically representative of an entire kindergarten cohort in a large urban school district. Child age, gender, ethnicity, family poverty, low maternal education, and neighborhood were found to be risks for academic and behavioral adjustment upon kindergarten entry. Controlling for these risks, formal, center-based experiences were related significantly to higher levels of Language Arts, Mathematics, Social Knowledge, Motor Skills, and Work Habits performance assessments and attendance in kindergarten. Initial advantages associated with center-based early care and education were sustained across the kindergarten year.
  • Publication
    Prevalence and Effects of Child Exposure to Domestic Violence
    (1999) Fantuzzo, John; Mohr, Wendy K
    In recent years, researchers have focused attention on children who are exposed to domestic violence. Although presently there are no scientifically credible estimates of the national prevalence of children exposed to domestic violence, existing data suggest that large numbers of American children are affected. This article discusses the limitations of current databases and describes a promising model for the collection of reliable and valid prevalence data, the Spousal Assault Replication Program, which uses data collected through collaboration between police and university researchers. Research examining the effects of childhood exposure to domestic violence is also limited by a range of methodological problems. Despite this, however, sufficient evidence from the body of studies exists to conclude that such exposure has adverse effects. The specific effects may differ depending on a host of variables, such as the children’s ages, the nature and severity of the violence, the existence of other risk factors in the children’s lives (for example, poverty, parental substance abuse), and whether the children are also directly physically abused. In general, childhood exposure to domestic violence can be associated with increased display of aggressive behavior, increased emotional problems such as depression and/or anxiety, lower levels of social competence, and poorer academic functioning. A scientifically credible body of research on the prevalence and effects of childhood exposure to domestic violence is necessary to promote the development of effective interventions and to permit the proper channeling of public and private funds. This article identifies some of the steps that can be taken to build the research capacity necessary to obtain the needed data.
  • Publication
    Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children
    (2007-01-01) Fantuzzo, John; Bulotsky-Shearer, Rebecca; McDermott, Paul; McWayne, Christine; Frye, Douglas; Perlman, Staci
    The present study identified higher-order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for urban, low-income preschool children. It examined the unique contribution of these dimensions to cognitive and social competencies and risk of poor academic outcomes. Analyses of a large, representative sample of urban Head Start children revealed two distinct and reliable, higher-order dimensions of classroom adjustment behavior: Regulated and Academically Disengaged Behavior. Both of the dimensions contributed unique variance to the prediction of early mathematics ability and general classroom competencies prior to kindergarten entry, controlling for child demographics. Each dimension also contributed independently to the prediction of academic risk, controlling for child demographics. Implications for practice and policy were discussed.
  • Publication
    An Investigation of Classroom Situational Dimensions of Emotional and Behavioral Adjustment and Cognitive and Social Outcomes for Head Start Children
    (2008-01-01) Bulotsky-Shearer, Rebecca J; Fantuzzo, John; McDermott, Paul A
    This study employed a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban, low-income children. Study I identified three reliable and unique underlying classroom situational dimensions where behavior problems occurred: Structured Learning, Peer Interaction, and Teacher Interaction situations. Boys and younger children evidenced more problematic behavior across all situations. Study II investigated the relationship between early problems in the situations and readiness outcomes. Early situational difficulties uniquely and differentially predicted lower peer social and classroom learning outcomes. In combination, both the type of behavior problem (what) and the situational problem (where) explained greater variance in the prediction of readiness outcomes, contributing to a more comprehensive understanding of developmental trajectories.