John W Fantuzzo

Dados Biográficos

ID	5108951
NOME	John W Fantuzzo
PRENOMES	John W
SOBRENOME	Fantuzzo
ASSINATURA	FANTUZZO J W
AFILIAÇÕES	University of Pennsylvania
VERIFICADO	Não
TOTAL DE OBRAS	61
TOTAL DE CITAÇÕES	479
TOTAL COMO AUTOR	61
TOTAL COMO EDITOR	0
PRIMEIRO ANO DE PUBLICAÇÃO	1983
ANO MAIS RECENTE DE PUBLICAÇÃO	2023
ÍNDICE H	13

Validation of the Pennsylvania Kindergarten Entry Inventory
Katherine M Barghaus, Katie Dahlke et al.ARTICLEEarly Education and Development2023
Research Findings: Kindergarten is the gateway to education and a point of great variability in children’s knowledge and skills. As a result, there is keen interest in kindergarten entry assessments (KEAs) to understand and address gaps in early skills. This study rigorously investigated the Commonwealth of Pennsylvania’s Kindergarten Entry Inventory (PA KEI). Multilevel factor analyses provided evidence for three factors–Emerging Academic Compet…
Classroom Engagement Scale
Katherine M Barghaus, Cassandra Henderson et al.ARTICLEEarly Education and Development2023
Research Findings: This study provides psychometric validation of the Classroom Engagement Scale (CES), a 14-item, teacher-report, formative assessment of behavioral engagement. It is currently used for all kindergarten children in a large, urban school district where it is embedded in the report card. Multi-level factor analysis revealed two distinct dimensions of the measure – academic engagement and social engagement – that comport with the ed…
Neglected validities
Open AccessKatherine M Barghaus, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly2021Referências: 1
Expansion of quality preschool in Philadelphia
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEChildren and Youth Services Review2021Referências: 20
What's behind being behind? Using integrated administrative data to enhance our understanding of how publicly monitored early risk experiences uniquely affect children's growth in reading achievement
Open AccessJohn W Fantuzzo, Whitney A LeBoeuf et al.ARTICLEChildren and Youth Services Review2019Citada por: 1Referências: 26
Effects of intradistrict school mobility and high student turnover rates on early reading achievement
Whitney A LeBoeuf, Whitney LeBoeuf et al.ARTICLEApplied Developmental Science2018
The primary aim of this study was to assess the relations between concurrent, cumulative, and contextual intradistrict school mobility and early reading achievement. Longitudinal administrative school records were used for an entire cohort of students in a large urban district from first through third grade. Findings indicated that students with a concurrent intradistrict school move had lower reading achievement scores at the end of each grade c…
Maximizing the Use of Integrated Data Systems
Open AccessDennis P Culhane, Dennis Culhane et al.ARTICLEThe Annals of the American…2018Citada por: 5Referências: 7
State and local governments are seeking to use their health, education, and human services administrative data to address major social problems. As they attempt to move forward to develop and use integrated data systems (IDS), they have encountered substantial challenges. The Actionable Intelligence for Social Policy (AISP) team at the University of Pennsylvania targeted four common sets of challenges to IDS use: IDS governance, legal agreements,…
The unique relations between early homelessness and educational well-being
Open AccessBenjamin Brumley, John Fantuzzo et al.ARTICLEChildren and Youth Services Review2015Citada por: 5Referências: 36
An Investigation of the Relations Between School Concentrations of Student Risk Factors and Student Educational Well-Being
Open AccessJohn W Fantuzzo, Whitney A LeBoeuf et al.ARTICLEEducational Researcher2014Citada por: 5Referências: 33
This study investigated the unique relations between school concentrations of student risk factors and measures of reading, mathematics, and attendance. It used an integrated administrative data system to create a combined data set of risks (i.e., birth risks, teen mother, low maternal education, homelessness, maltreatment, and lead exposure) for an entire cohort of third-grade students in a large urban school district. At the school level, high …
Longitudinal Stability of IRT and Equivalent-Groups Linear and Equipercentile Equating
Open AccessXiuyuan Zhang, Paul A Mcdermott et al.ARTICLEPsychological Reports2013
A multiscale criterion-referenced test that featured two presumably equivalent forms (A and B), was administered to 1,667 Head Start children at each of four points over an academic year. Using a randomly equivalent groups design, three equating methods were applied: common-item IRT equating using concurrent calibration, linear transformation, and equipercentile transformation. The methods were compared by examining mean score differences, weight…
Predicting Risk of Placement
Open AccessStaci Perlman, John W FantuzzoARTICLEJournal of the Society for Social…2013Citada por: 8Referências: 2
Guided by a developmental epidemiology framework, this study examines the extent to which first experiences of child maltreatment and use of emergency housing are predictive of out-of-home placement in early childhood. The study sample is a population of 12,045 second-grade students in a large, urban school district. Information on birth, maternal, and social risk factors was obtained and linked through an integrated data system. Life table analy…
Multiple dimensions of family engagement in early childhood education
John Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly2013Citada por: 11Referências: 11
A population-based inquiry of homeless episode characteristics and early educational well-being
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEChildren and Youth Services Review2013Citada por: 8Referências: 32
The Unique and Combined Effects of Homelessness and School Mobility on the Educational Outcomes of Young Children
Open AccessJohn W Fantuzzo, Whitney A LeBoeuf et al.ARTICLEEducational Researcher2012Citada por: 37Referências: 25
This study examined the unique and combined associations of homelessness and school mobility with educational well-being indicators, as well as the mediating effect of absenteeism, for an entire cohort of third-grade students in Philadelphia. Using integrated archival administrative data from the public school district and the municipal Office of Supportive Housing, multilevel linear models were estimated to test these associations while adjustin…
Multidimensionality of Teachers’ Graded Responses for Preschoolers’ Stylistic Learning Behavior
Open AccessPaul A Mcdermott, John W Fantuzzo et al.ARTICLEEducational and Psychological…2011
Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to mitigate these shortcomings. Exploratory factoring of teachers’ ordered categorical ratings of 1,000 Head St…
The matter of assessor variance in early childhood education—Or whose score is it anyway
Open AccessClare M Waterman, Clare Waterman et al.ARTICLEEarly Childhood Research Quarterly2011Citada por: 14
Types and timing of child maltreatment and early school success
Open AccessJohn W Fantuzzo, Staci Perlman et al.ARTICLEChildren and Youth Services Review2011Citada por: 6Referências: 24
An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children
Open AccessJohn W Fantuzzo, Vivian L Gadsden et al.ARTICLEAmerican Educational Research…2011Citada por: 3Referências: 30
This article reports on the development and field trial of an integrated Head Start curriculum (Evidence-Based Program for Integrated Curricula [EPIC]) that focuses on comprehensive mathematics, language, and literacy skills. Seventy Head Start classrooms ( N = 1,415 children) were randomly assigned to one of two curriculum programs: EPIC or the Developmental Learning Materials Early Childhood Express, with curricula implemented as stand-alone pr…
Measurement and Population Miss-Fits
Whitney A LeBoeuf, Whitney LeBoeuf et al.ARTICLEApplied Developmental Science2010
This study explored the importance of using relevant measures when evaluating the effectiveness of early childhood interventions. Data from the federally-funded evaluation of the Comprehensive Child Development Program were used to examine whether the behavior measure, the Child Behavior Checklist (CBCL), was an appropriate tool for the diverse community-based sample of young, low-income children. Results demonstrated no confirmation of the CBCL …
A Multivariate Investigation of Maternal Risks and Their Relationship to Low-Income, Preschool Children's Competencies
Marlo A Perry, John W FantuzzoARTICLEApplied Developmental Science2010
Utilizing a developmental-ecological framework, the purpose of this study was to understand the unique impact of multiple maternal risks across time on ethnically diverse, low-income, preschool children's cognitive skills, pro-social behaviors, and behavior problems. Additionally, this study sought to understand the variability of maternal risks within a low-income population. Data from the national impact evaluation of the Comprehensive Child De…
Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade
Open AccessRebecca Bulotsky-Shearer, John W FantuzzoARTICLEEarly Childhood Research Quarterly2010Citada por: 12Referências: 18
Timing and influence of early experiences of child maltreatment and homelessness on children's educational well-being
Open AccessStaci Perlman, John Fantuzzo et al.ARTICLEChildren and Youth Services Review2010Citada por: 9Referências: 27
A Variable- and Person-Oriented Investigation of Preschool Competencies and Head Start Children's Transition to Kindergarten and First Grade
Christine M Mcwayne, Linnie E Green et al.ARTICLEApplied Developmental Science2009
The present longitudinal study employed two distinctive approaches (variable-oriented and person-oriented) to examine low-income children's academic and social functioning across the important transition from pre-k to first grade. Participants included 152 former urban Head Start children. Variable-oriented and person-oriented approaches were hypothesized to contribute complementary information for purposes of whole-child assessment. Analyses rev…
Multiple risks and educational well being
Open AccessHeather L Rouse, John W FantuzzoARTICLEEarly Childhood Research Quarterly2009Citada por: 22Referências: 6
Domestic violence crimes and children
Open AccessRachel A Fusco, John W FantuzzoARTICLEChildren and Youth Services Review2009Citada por: 5Referências: 35

Programmed Generalization of Dress Efficiency across Settings for a Severely Disturbed, Autistic Child
Open AccessJohn W Fantuzzo, Craig S SmithARTICLEPsychological Reports1983
A seriously disturbed, autistic child residing in a community-based group home was studied. The primary objectives were to (1) bring deficient behavior under control in the group home setting, (2) train for generalization of acquired control to the natural home setting, and (3) shape the treatment program to fit the response expectations of the parents in the natural home. Efficiency in dressing was the targeted behavior, determined as the percen…
The effects of observing conjugal violence on children
Open AccessJohn W Fantuzzo, Carol Ummel LindquistARTICLEJournal of Family Violence1989
The effects of adult and peer social initiations on the social behavior of withdrawn and aggressive maltreated preschool children
Open AccessStephen P Davis, John W FantuzzoARTICLEJournal of Family Violence1989Citada por: 1Referências: 3
Effects of interparental violence on the psychological adjustment and competencies of young children.
John W Fantuzzo, Laura M DePaola et al.ARTICLEJournal of Consulting and…1991
The measure of wife abuse
Open AccessFrances A Rodenburg, John W FantuzzoARTICLEJournal of Family Violence1993Citada por: 26Referências: 4
Assessment of preschool play interaction behaviors in young low-income children
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1995Citada por: 11Referências: 7
The head start teaching center
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1996Referências: 6
Forty-eight Head Start teachers and 48 parent volunteers from 24 classrooms were randomly assigned to either the Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training which included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training m…
Domestic Violence and Children
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEJournal of the American Academy…1997
Enhancing the quality of early childhood education
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1997Referências: 2
The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential…
Contextually-relevant validation of peer play constructs with African American head start children
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1998Citada por: 9Referências: 14
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnecti…
Parental assessment of peer play
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1998Citada por: 7Referências: 5
The purpose of this investigation was to evaluate the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and to compare it with the teacher version. PIPPS were collected on 297 urban Head Start children. The Parent PIPPS replicated the three-factor solution found with the teacher version, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. Factor matchi…
Prevalence and Effects of Child Exposure to Domestic Violence
John W Fantuzzo, Wanda K MohrARTICLEThe Future of Children1999Citada por: 34Referências: 4
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 prev…
An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly1999Citada por: 6Referências: 3
The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent …
Multirater congruence on the social skills rating system
Open AccessJay Fagan, John W FantuzzoARTICLEEarly Childhood Research Quarterly1999Citada por: 4Referências: 1
Preschool peer interactions and readiness to learn
Kathleen Coolahan, John Fantuzzo et al.ARTICLEJournal of Educational Psychology2000
The study employed multivariate techniques to examine whether low-income preschool children’s peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. The authors also discuss implications for future research and educational practice.
Children Exposed to Family Violence
Open AccessWanda K Mohr, MEGAN J NOONE LUTZ et al.ARTICLETrauma Violence & Abuse2000
This article employs the major foci of a developmental-ecological model to evaluate the past decade of research on children exposed to family violence. The foci of this framework were operationalized into a coding system that was then applied to all empirical studies published in this area since 1987. This coding system allowed for inspection of the current state of the knowledge base from this perspective and the ability to determine the progres…
Family Involvement Questionnaire
John Fantuzzo, John W Fantuzzo et al.ARTICLEJournal of Educational Psychology2000Citada por: 64Referências: 1
Safeguarding Themselves and Their Children
Open AccessWanda K Mohr, John W Fantuzzo et al.ARTICLEJournal of Family Violence2001Citada por: 13Referências: 5
Multivariate impact of health and caretaking risk factors on the school adjustment of first graders
Open AccessAndrea Del Gaudio Weiss, John W FantuzzoARTICLEJournal of Community Psychology2001Referências: 51
The current investigation examined seven health and caretaking risk factors that threaten children's school adjustment: low birth weight, low Apgar score, lead poisoning, birth to a single mother, birth to a teen mother, child maltreatment, and out-of-home care. The purpose of this study was to assess the relationships among these risk factors and several indicators of school adjustment in an entire population of students. Participants included 9…
Profiles of Social Competence among Low–Income African American Preschool Children
Open AccessJulia L Mendez, John Fantuzzo et al.ARTICLEChild Development2002
Relations between children’s personal attributes and peer play competence were investigated in a sample of 141 African American preschool children who participated in Head Start. Variable–oriented analyses confirmed that dispositions of temperament, emotion regulation, autonomy, and language were related to children’s peer play competence in the classroom. Person–oriented analyses revealed distinctive profiles of personal attributes linked to ada…
Validation of a multidimensional assessment of parenting styles for low-income African-American families with preschool children
Open AccessKathleen Coolahan, Christine M Mcwayne et al.ARTICLEEarly Childhood Research Quarterly2002Citada por: 16Referências: 12
Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children
Open AccessMegan Noone Lutz, John Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly2002Citada por: 14Referências: 3
Generalization of the Child Observation Record
Open AccessJohn Fantuzzo, John W Fantuzzo et al.ARTICLEEarly Childhood Research Quarterly2002Citada por: 4Referências: 1
Peer-assisted learning interventions with elementary school students
Cynthia A Rohrbeck, Marika Ginsburg‐Block et al.ARTICLEJournal of Educational Psychology2003
A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p < .0001, 95% confidence interval = 0.29-0.37). PAL interventions were most effective with younger, urban, low-income, and minority students. Interventions that used inte…
Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children
John Fantuzzo, John W Fantuzzo et al.ARTICLESchool Psychology Review2004
Relations between multiple dimensions of family involvement in early childhood education and classroom outcomes were examined. Participants included 144 urban, Head Start children. Parental report of family involvement was gathered in late fall using a multidimensional assessment. Relations between family involvement dimensions and end of the year outcomes of approaches to learning, conduct problems, and receptive vocabulary were investigated. Re…