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Academic enrichment in high-functioning homework afterschool programs
Huang, Denise, Spring 2009
Journal of Research in Childhood Education, 23(3), 382-392

An examination of the commonalities and strategies of 7 after school homework programs from across the country that are associated with improved student academic achievement for students mainly from low income backgrounds

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Analysis of two early childhood education settings: Classroom variables and peer verbal interaction
Hojnoski, Robin L., Winter 2008
Journal of Research in Childhood Education, 23(2), 193-209

An observational study of peer verbal interactions, types of activities, social configurations, and teacher behaviors at both a Montessori and a traditional preschool in an urban area

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Assessment of the design efficacy of a preschool vocabulary instruction technique
Roskos, Kathleen, July-Sept 2011
Journal of Research in Childhood Education, 25(3), 268-287

A study of the effect of the say-do-tell technique as part of supplemental vocabulary instruction on children's vocabulary scores and a study of the intervention's implementation, based on data from 27 staff and 36 children in 12 full day public preschool classrooms engaged in Year 2 of an Early Reading First (ERF) program and 38 children in a comparison group

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An assessment of the North Carolina school-age child care accreditation initiative
Hall, Alice H., 2002
Journal of Research in Childhood Education, 17(1), 84-96

A study of the child care quality effects of participation in the North Carolina Quality Enhancement Initiative, an accreditation initiative for school age child care programs, based on program observations

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Assurance of outcome evaluation: Curriculum fidelity
Vartuli, Sue, Summer 2009
Journal of Research in Childhood Education, 24(3), 502-512

An inquiry into the level of curriculum fidelity in early childhood education and care programs, based on observations and assessments of a sample of 43 teachers and 6 program coordinators from a Head Start program in a Missouri city

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At the crossroads: Overcoming concerns to envision possibilities for toddlers in inclusive child care
Recchia, Susan L., 2004
Journal of Research in Childhood Education, 19(2), 175-188

A case study describing the experiences of three developmentally delayed children and their caregivers during their first semester in an inclusive child care setting, using data collected through parent interviews, caregiver journals, and child observations

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Caregiver sensitivity in cultural context: Japanese and U.S. teachers' beliefs about anticipating and responding to children's needs
Rothbaum, Fred, 2006
Journal of Research in Childhood Education, 21(1), 23-40

An interview-based study of preschool teachers from the United States and Japan, comparing how the teachers would react to young children's needs in different scenarios and investigating the effect of culture on the teachers' reactions and beliefs

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A case study of children's literacy development in a voluntary pre-kindergarten classroom
Sylvester, Ruth, January-March 2012
Journal of Research in Childhood Education, 26(1), 122-140

A study of oral language and literacy development strategies and opportunities available to at risk 4-year-old children in a public voluntary pre-kindergarten, and a comparison of children's expressive and receptive vocabulary and early reading development both prior to and after one year in the program, based on data from 3 teachers and 13 children in one inclusive classroom

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Challenges in implementing center-based and home-based Early Head Start programs
Golas, Julianna, Winter 2006
Journal of Research in Childhood Education, 21(2), 163-175

An examination of two methods for implementing center-based and home-based Early Head Start programs, comparing content of services, intensity of services, amount of family support, and mechanisms for managing Early Head Start services

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Child care providers' strategies for supporting healthy eating: A qualitative approach
Lynch, Meghan, January-March 2012
Journal of Research in Childhood Education, 26(1), 107-121

An examination of the strategies child care providers report using to encourage healthy eating for the children in their care, and the factors influencing the providers' choice of strategies, based on data from 8 center-based and 5 home-based providers from the Ottawa region

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Child care work environments: The relationship with learning environments
Lower, Joanna K., Winter 2007
Journal of Research in Childhood Education, 22(2), 189-204

A study of the relationship between classroom global quality and the quality of the workplace environment for teachers, based on data collected from 225 teachers at 26 preschools

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Child care work environments: The relationship with learning environments
Lower, Joanna K., Winter 2007
Journal of Research in Childhood Education, 22(2), 189-204

A study of the correlations between global quality and organizational climate among staff, based on a survey of child care directors and teachers at 30 child care centers across the state of North Carolina

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Children's books in child care classrooms: Quality, accessibility, and reasons for teachers' choices
Stone, Sandra, 2001
Journal of Research in Childhood Education, 16(1), 53-69

A study using a stratified sample of 21 teachers of 4 year olds from 21 childcare centers in a southeastern U.S. city exploring the child care teacherís role in selecting, reading, and making accessible high-quality childrenís books and in providing a variety of reading opportunities

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Children's communication and socialization skills by types of early childhood experiences
Lee, Joohi, Summer 2009
Journal of Research in Childhood Education, 23(4), 475-488

An investigation of the relation between experiences in different early childhood settings and children's social development, based on a sample of 244 kindergarteners from a suburb of the Dallas and Fort Worth metropolitan areas in Texas

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Climates in Swedish day care centers: Children's behavior in differing centers
Hedin, Anna, 1997
Journal of Research in Childhood Education, 11(2), 181-187

A discussion of the effects of adult work environments on child behavior in Swedish child care centers

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Climates in Swedish day care centers: A methodological study
Ekholm, Bodil, 1995
Journal of Research in Childhood Education, 9(2), 97-111

A study investigating adult behavior and organizational climates in different child care centers in Sweden

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Cognitive development and home environment of rural Paraguayan infants and toddlers participating in Pastoral del Nino, an early child development program
Peairson, Shannon, Summer 2008
Journal of Research in Childhood Education, 22(4), 343-362

An examination of the development and the home environments of participants and non-participants in a child development program for rural aboriginal children, based on a sample of 106 infants and toddlers from the southern portion of Paraguay

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A comparison of the effects of two social skill training approaches on teacher and child behavior
Hyatt, Keith J., Fall 2007
Journal of Research in Childhood Education, 22(1), 85-96

A comparison of the social skills of preschool children engaged in art activities following an 8-day period of intervention in three inclusive classrooms: one using a social skills curriculum, one in which a teacher used verbal reinforcement in response to childrenís target behaviors, and one in which neither strategy was used

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The complex and dynamic nature of quality in early care and educational programs: A case for chaos
Buell, Martha J., 2001
Journal of Research in Childhood Education, 15(2), 209-219

A discussion of the applicability of chaos theory to understanding quality in child care and early education settings and informing policy in this area.

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Cross-national perspectives on developmentally appropriate practices for early childhood programs
Hoot, James L., 1996
Journal of Research in Childhood Education, 10(2), 160-169

A survey-based study of early childhood educators, administrators and parents' beliefs of developmentally appropriate practices for early childhood program, comparing responses from people from China, Ecuador, Finland, and the United States

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Cross-sectional predictors of reading to young children among participants in the Texas WIC program
Harris, Karol Kaye, Spring 2007
Journal of Research in Childhood Education, 21(3), 254-268

An analysis of survey data from a sample of 600 mothers visiting selected Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics in Texas in 2003, on their knowledge, attitudes, and behaviors concerning reading to their young children

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Cultural competence in infant/toddler caregivers: Application of a tri-dimensional model
Obegi, Amy, 2005
Journal of Research in Childhood Education, 19(3), 199-213

A study of the cultural competence of infant toddler child care workers as measured by the Infant/Toddler Caregiver Cultural Rating Scale

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A day in the life: Secure interludes with joint book reading
Cameron, Catherine (Catherine Ann), Summer 2009
Journal of Research in Childhood Education, 23(4), 437-449

Accounts of two interactions of children and parents during joint book reading sessions in the United States and Italy, and a discussion of commonalities in parent-child reading sessions in 7 countries around the world

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The day-to-day reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives
Cassidy, Deborah J., January 2011
Journal of Research in Childhood Education, 25(1), 1-23

A study of the relationship between teacher turnover and classroom quality, based on a survey of 34 teachers, directors, parents, and children from 9 centers in North Carolina

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The ''degree'' of instructor education and child outcomes in junior kindergarten: A comparison of certified teachers and early childhood educators
Coplan, Robert J., 1999
Journal of Research in Childhood Education, 14(1), 78-90

An analysis of the effects of early childhood educators on young children's social and cognitive development as compared with the effects of junior kindergarten teachers in order to determine how much impact teacher education has on young children's development

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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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