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Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences
Downer, Jason T., March 2006
School Psychology Review, 35(1), 11-30

A study of the association between academic and cognitive development of first graders and the quantity and quality of child care, home learning environment, family demographics, and maternal characteristics of a sample of 832 children from 9 states

Reports & Papers


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Academic Performance Rating Scale
DuPaul, George J., 1991
School Psychology Review, 20(2), 284-300

Instruments


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Child Rating Scale
Hightower, A. Dirk, 1987
School Psychology Review, 16(2), 239-255

Instruments


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Early childhood experiences and kindergarten success: A population-based study of a large urban setting
Fantuzzo, John W., 2005
School Psychology Review, 34(4), 571-588

An examination of the effects of center-based child care experiences on young urban children's kindergarten outcomes after controlling for significant risk factors, including neighborhood and family characteristics

Reports & Papers


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Father-school communication in preschool and kindergarten
Rimm-Kaufman, Sara E., 2005
School Psychology Review, 34(3), 287-308

An examination of father-school communication during the preschool and kindergarten years, investigating the frequency of communication, how does the communication change upon kindergarten entry, and which family factors affect the amount of father-school communication

Reports & Papers


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Identifying quality in preschool education: Progress and challenge
Hughes, Jan N., March 2010
School Psychology Review, 39(1), 48-53

A commentary on the methodology and importance of a study of select relationships between age, gender, behavior and classroom quality that seeks to define classroom quality in terms of teacher-student interactions

Other


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Individual Growth and Development Indicator: Early Communication Indicator
Luze, Gayle J., 2001
School Psychology Review, 30(3), 383-406

Instruments


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Integrating frameworks from early childhood intervention and school psychology to accelerate growth for all young children
VanDerHeyden, Amanda M., Winter 2006
School Psychology Review, 35(4), 519-534

A description of a proactive framework to early identification, evaluation, and intervention with young children with developmental and learning challenges

Reports & Papers


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Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children
Fantuzzo, John W., March 2007
School Psychology Review, 36(1), 44-62

An investigation of higher order dimensions of early educator's classroom strategies to promoting learning, social, emotional, and behavioral adjustments for low income preschool children

Reports & Papers


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A longitudinal examination of young children's learning behavior: Child-level and classroom-level predictors of change throughout the preschool year
Dominguez, Ximena, March 2010
School Psychology Review, 39(1), 29-47

An examination of the relationship between learning behavior change and both age and gender over time, from a statewide database of 23,434 children in 274 Head Start classrooms over the course of the 2005-2006 school year, and a second study of the relationship between children’s behavioral adjustment and classroom quality from 275 children in 29 Head Start classrooms

Reports & Papers


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Measurement of kindergartners' understanding of early mathematical concepts
VanDerHeyden, Amanda M., June, 2011
School Psychology Review, 40(2), 296-306

A psychometric evaluation of six new measures of kindergartners' early mathematics skill competence using four existing measures that directly assess kindergarten children's understanding of early mathematics, including measurements of test-retest reliability, sensitivity, concurrent correlation, and longitudinal correlation with criterion measures, based on data from 46 children enrolled in two public kindergarten classrooms in the southeastern United States

Reports & Papers


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A meta-analysis of classroom-wide interventions to build social skills: Do they work?
January, Alicia M., June, 2011
School Psychology Review, 40(2), 242-256

A meta-analysis of research on classroom-wide interventions for the improvement of social skills, based on data from 28 peer-reviewed journal articles published between 1981 and 2007

Literature Review


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Parent-Child Rating Scale
Hightower, A. Dirk, 1986
School Psychology Review, 15(3), 393-409

Instruments


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Patterns of family-school contact in preschool and kindergarten
Rimm-Kaufman, Sara E., 1999
School Psychology Review, 28(3), 426-438

A cross-sectional and longitudinal study of the rates and characteristics of contact between families and teachers in Head Start, other preschools, and kindergarten, examining the changes in teacher-family contact as children transition from preschool to kindergarten

Reports & Papers


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The preschool learning behaviors scale: Dimensionality and external validity in Head Start
McDermott, Paul, 2012
School Psychology Review, 41(1), 66-81

A psychometric study of the dimensionality and utility of the Preschool Learning Behaviors Scale for use with disadvantaged preschool children that includes an examination of the relationship between preschool learning and reduced cognitive non-proficiency and behavioral maladjustment up to 3 years later, based on data from 119 teachers and 1,666 children in urban Head Start classrooms

Reports & Papers


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School readiness: The need for a paradigm shift
Carlton, Martha P., 1999
School Psychology Review, 28(3), 338-352

A discussion of the theoretical background to the concept of school readiness and a critical review of educational placement options available for children deemed as ''unready'' for kindergarten entry

Other


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Social and emotional foundations for early learning: A conceptual model for intervention
Hemmeter, Mary Louise, Winter 2006
School Psychology Review, 35(4), 583-601

A description of the Teaching Pyramid, a model designed to promote young children's social and emotional development and to address young children's behavior problems and its association to early education programs

Reports & Papers


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Structured free-play to reduce disruptive activity changes in Head Start classroom
Stollar, Stephanie A., 1994
School Psychology Review, 23(2), 310-322

A study on the effects of structured free play as an incentive for reduced disruptions during activity changes in an Head Start classroom

Reports & Papers


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Teacher-Child Rating Scale
Hightower, A. Dirk, 1986
School Psychology Review, 15(3), 393-409

Instruments


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Teacher-child relationships and children's success in the first years of school
Pianta, Robert C., 2004
School Psychology Review, 33(3), 444-458

An examination of teacher-child relationships in preschool, kindergarten, and first grade, investigating the association between the relationships and children's socioemotional development and academic achievements in school

Reports & Papers


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Teachers' narratives about their relationship with children: Associations with behavior in classrooms
Stuhlman, Megan, 2002
School Psychology Review, 31(2), 148-163

An examination of the extent to which relationship narratives predict teacher-child interactions and the association between children's behavior in classrooms with these interactions

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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