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After Project Head Start: What next?
Norton, M. Scott, 1967
Elementary School Journal, 67(4), 179-183

A 1967 study of the Head Start program's effectiveness in delivering child care services and preparing children for formal schooling through examination of the physical, mental, and educational development of 106 Head Start participants in one community

Other


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After-school child care in an elementary school: Social development and continuity and complementarity of programs
Howes, Carollee, 1987
Elementary School Journal, 88(1), 93-103

A study of the impact of an out-of-school child care program on the social experiences and social development of 30 kindergarten-age children versus children that went home after school

Reports & Papers


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After-school program engagement: Links to child competence and program quality and content
Mahoney, Joseph L., March, 2007
Elementary School Journal, 107(4), 385-404

A two-year study of variability in after school program-level engagement, and its association with both the social and academic competence of participants, and the process quality and content of programs, based on data from 141 children in 9 after school programs in a disadvantaged city in the United States

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Better speech for Head Start children
Stoia, Louis, 1967
Elementary School Journal, 67(4), 213-217

An evaluation of speech articulation in Head Start children

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Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes
Powell, Douglas R., December, 2012
Elementary School Journal, 113(2), 276-300

A prospective, three-year study of changes in four dimensions of parent educational involvement from prekindergarten through the end of first grade in urban public elementary schools and the relationship of the degree of change in parent involvement to children's literacy, language, and mathematics skills outcomes, based on data from 90 children and their parents

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Children's achievement at school-entry age as a function of mothers' and fathers' teaching sets
Dunn, Nancy E., 1981
Elementary School Journal, 81(4), 244-253

A study of parents’ involvement, beliefs, and perceptions of their teaching roles as it relates to children’s achievement by kindergarten

Reports & Papers


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Classroom and family effects on children's social and behavioral problems
Bennett, Patrick R., 2005
Elementary School Journal, 105(5), 461-480

A study of the effects of family and classroom factors on the self control and behavior problems of kindergarten children, based on data from the nationally representative Early Childhood Longitudinal Study (ECLS, 1998/1999)

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The Classroom Assessment Scoring System: Findings from the prekindergarten year
La Paro, Karen M., 2004
Elementary School Journal, 104(5), 409-426

An observational study evaluating the reliability and validity of the Classroom Assessment Scoring System (CLASS), an instrument designed to evaluate prekindergarten classroom quality focusing on emotional and instructional classroom elements

Reports & Papers


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Classroom Observation System: First Grade
National Institute of Child Health and Human Development (U.S.), 2002
Elementary School Journal, 102(5), 367-387

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Classroom Observation System: Third Grade
NICHD Early Child Care Research Network, 2002
Elementary School Journal, 102(5), 367-387

Instruments


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Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement
Tivnan, Terrence, 2005
Elementary School Journal, 105(5), 419-441

A quasi-experimental evaluation of low income, minority group first graders' literacy achievement and development after participating in one of four early literacy models: Building Essential Literacy, Developing Literacy First, Literacy Collaborative, Success for All

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Comprehensive school reform: An implementation study of preschool programs in elementary schools
Desimone, Laura, 2004
Elementary School Journal, 104(5), 369-389

A discussion of the implementation of preschool programs in elementary schools, based on information gathered from focus group interviews with 42 preschool and kindergarten teachers and 53 parents from 10 schools in 5 states

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Conceptualizing today's kindergarten curriculum
Spodek, Bernard, 1988
Elementary School Journal, 89(2), 202-211

A discussion of academic and social considerations in evaluating the developmental appropriateness of public kindergarten, based on the purposes and content of kindergarten programs and curricula

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Continuity/discontinuity between home and early childhood education environments
Silvern, Steven B., 1988
Elementary School Journal, 89(2), 146-159

An essay arguing for developmentally appropriate conditions and transitions from home environments, prekindergarten programs and kindergarten curricula

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The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms
Rimm-Kaufman, Sara E., 2005
Elementary School Journal, 105(4), 377-394

An observational study that used participants from the National Institute for Child Health and Human Development Study of Early Child Care to examine the relation between kindergarten classroom processes and children's behavior

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Creating risk and promise: Children's and teachers' co-constructions in the cultural world of kindergarten
Skinner, Debra, 1998
Elementary School Journal, 98(4), 297-310

A survey of 21 former Head Start children as they made their transition to public school in fourteen kindergarten classrooms

Reports & Papers


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A day in third grade: A large scale study of classroom quality and teacher and student behavior
NICHD Early Child Care Research Network, 2005
Elementary School Journal, 105(3), 305-323

A study evaluating the quality of 780 third grade classrooms observed as part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD)

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The development of literacy in preschool and primary grades: Work by the Center for the Improvement of Early Reading Achievement
Stahl, Steven A., 2004
Elementary School Journal, 105(2), 141-165

A review of studies conducted by the Center for the Improvement of Early Reading Achievement (CIERA) on environments conducive to the development of emergent literacy skills

Literature Review


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Early childhood education and the new frontiers
Grossman, Bruce D., 1968
Elementary School Journal, 68(7), 340-342

A review of national early childhood education policy and programs

Other


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The ecology of early reading development for children in poverty
Kainz, Kirsten, May 2007
Elementary School Journal, 107(5), 407-427

An investigation of the associations between children's reading skills at kindergarten entry and the characteristics of the child, the family, and the school environment, based on a sample of 1,913 economically disadvantaged children

Reports & Papers


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Education of young children in the Soviet Union: Current practice in historical perspective
Tudge, Jonathan R.H., 1991
Elementary School Journal, 92(1), 121-133

An overview of the education system for young children in the Soviet Union

Reports & Papers


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Effects of developmentally appropriate practices on children's development: A review of research and discussion of methodological and analytic issues
Van Horn, M. Lee, 2005
Elementary School Journal, 105(4), 325-351

A review of 17 empirical studies examining the effects of developmentally appropriate practices (DAP) in early childhood education settings and comparing them with the effects of developmentally inappropriate practices, with descriptions of methodological issues pertinent to the study of DAP

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Enhancing the intensity of vocabulary instruction for preschoolers at risk: The effects of group size on word knowledge and conceptual development
Neuman, Susan B., June, 2013
Elementary School Journal, 113(4), 589-608

This study was designed to experimentally examine how supplemental vocabulary instruction provided in either whole-group or small-group settings influences low-income preschoolers' word knowledge and conceptual development. Using a within-subject design, 108 preschool children from 12 Head Start classrooms participated in an 8-week intervention, which included four topics of targeted vocabulary instruction counterbalanced in either a whole-group or small-group configuration. Pre- and posttest measures examined children's outcomes in word learning and in conceptual and categorical knowledge. Our results indicated that group size did not appear to be a powerful mechanism for intensifying instruction. Although children gained significantly in word knowledge, concepts, and categories, they did so regardless of whether they were in small or whole groups. Implications for these findings, as well as limitations of the research and directions for future research are discussed. (author abstract)

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Escalating academic demand in kindergarten: Counterproductive policies
Shepard, Lorrie A., 1988
Elementary School Journal, 89(2), 134-145

A study of policies aimed at kindergarten standards and their implications for kindergarten demographics, curricula and students

Reports & Papers


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Explaining girls' advantage in kindergarten literacy learning: Do classroom behaviors make a difference?
Ready, Douglas D., 2005
Elementary School Journal, 106(1), 21-38

A study, using data collected from the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998–1999 (ECLS-K), investigating gender differences in kindergarteners' literacy skills, specifically, whether differences in children’s classroom behaviors explained females’ early learning advantage

Reports & Papers


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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