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Academic content, student learning, and the persistence of preschool effects
Claessens, Amy, April, 2014
American Educational Research Journal, 51(2), 403-434

Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or participated in other child care prior to kindergarten entry. We find that all children benefit from exposure to advanced content in reading and mathematics and that students do not benefit from basic content coverage. Interestingly, this is true regardless of whether they attended preschool, began kindergarten with more advanced skills, or are from families with low income. Policy implications are discussed. (author abstract)

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Access to print for children in poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks
Neuman, Susan B., 1993
American Educational Research Journal, 30(1), 95-122

An article on the effects of adult interaction and literacy environment on literacy development in Head Start children.

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Best practices for beginners: Developmental appropriateness in kindergarten
Bryant, Donna M., 1991
American Educational Research Journal, 28(4), 783-803

A study of developmentally appropriate practices used in kindergarten programs and a study of factors contributing to the use of developmentally appropriate practices in kindergarten programs in the North Carolina school system

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Cognitive and affective effects of various types of microcomputer use by preschoolers
Goodwin, Laura D., 1986
American Educational Research Journal, 23(3), 348-356

A study of the efficacy of academic microcomputer software in improving reading comprehension in preschool children

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Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention
Campbell, Frances A., 1995
American Educational Research Journal, 32(4), 743-772

A study of the long-term positive cognitive and social outcomes of low-income, primarily African American, adolescents in an early childhood educational intervention program

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A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners
Leung, Cynthia B. , April, 2011
American Educational Research Journal, 48(2), 421-461

A comparison between dual language and monolingual English learners' knowledge of vocabulary and level of general vocabulary knowledge, based on data from 238 children in preschools in a metropolitan area of the northeastern United States

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Double disadvantage or signs of resilience?: The elementary school contexts of children from Mexican immigrant families
Crosnoe, Robert, 2005
American Educational Research Journal, 42(2), 269-303

A study of the relationship between elementary school experiences of children born to Mexican immigrant families and students’ later success in school and in life, based on data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K)

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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2005
American Educational Research Journal, 42(3), 537-570

A follow-up investigation into the effects of the quality, quantity, and type of child care on children’s development through primary school, using longitudinal data collected on child care settings and children's cognitive and social functioning

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Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2002
American Educational Research Journal, 39(1), 133-164

A longitudinal study of the effects of quantity, quality, and type of early child care on pre-academic skills, language performance, and behavior problems in a sample of over 1,000 children followed from birth to 4 ˝ years of age

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Early literacy instruction and learning in kindergarten: Evidence from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999
Xue, Yange, 2004
American Educational Research Journal, 41(1), 191-229

An investigation using nationally representative data from the ECLS-K to examine the impact of early literacy instruction on young children's reading skills in kindergarten

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The effects of adult verbal modeling and feedback on the oral language of Head Start children
Hutinger, Patricia, 1971
American Educational Research Journal, 8(4), 611-622

A study of the relationship between adult oral speech modeling and development of speech variation among Head Start children aged four through six

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The effects of developmentally appropriate practices on academic outcomes among former Head Start students and classmates, grades 1-3
Van Horn, M. Lee, 2003
American Educational Research Journal, 40(4), 961-990

An examination of the impact of developmentally appropriate practices on former Head Start students' language development and academic achievements in grades one through three

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Effects of instructional variables on language ability of preschool children
Lane, Suzanne, 1988
American Educational Research Journal, 25(2), 271-283

A discussion of the relationship between instructional levels and language abilities of preschool aged children

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Effects of a measurement and planning system on kindergartners' cognitive development and educational programming
Bergan, John Richard, 1991
American Educational Research Journal, 28(3), 683-714

A study of the impact of a measurement and planning system, which provided to teachers assessment information and learning activities, on 838 kindergarten children’s basic skill acquisition in math, reading, and science, and additionally on their cognitive development, school promotion, and referral to special education

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Experimental evaluation of the effects of a research-based preschool mathematics curriculum
Clements, Douglas H., June 2008
American Educational Research Journal, 45(2), 443-494

An evaluation of the effects of the Building Blocks preschool mathematics curriculum in a sample of 253 children from low income families

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Final reading outcomes of the national randomized field trial of Success for All
Borman, Geoffrey D., September, 2007
American Educational Research Journal, 44(3), 701-731

A 3-year longitudinal study of the school-level effects of the Success for All literacy instruction program on the reading scores of students at 41 schools in 11 states

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How special education preschool graduates finish: Status at 19 years of age
Jenkins, Joseph R., Winter 2006
American Educational Research Journal, 43(4), 737-781

An examination of special education preschool graduates at age 19, investigating their academic achievements and special education status at this point as well as how closely preschool factors (referral categories, preschool abilities, type of preschool curriculum) predicts academic achievements and special education status

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The impact of professional development and coaching on early language and literacy instructional practices
Neuman, Susan B., June 2009
American Educational Research Journal, 46(2), 532-566

An examination of the impact of the Teacher Education and Compensation Helps (T.E.A.C.H.) course, either with or without ongoing coaching, on teacher knowledge and quality early language and literacy practices in center- and home-based care settings from 291 sites

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Inequality in preschool education and school readiness
Magnuson, Katherine A., 2004
American Educational Research Journal, 41(1), 115-157

A comparison of the effects of preschool education on the school readiness of advantaged and disadvantaged children, utilizing data from the Early Childhood Longitudinal Study - Kindergarten Class of 1998-1999 (ELS-K)

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Informal numeracy skills: The structure and relations among numbering, relations, and arithmetic operations in preschool
Purpura, David J., February, 2013
American Educational Research Journal, 50(1), 178-209

An examination of both the structure and relationships among three numeracy skill domains--numbering, relations, and arithmetic operations, based on data from 393 children from 45 public and private early care and education centers serving children from families with low to middle socioeconomic statuses living in two counties in northern Florida

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An integrated curriculum to improve mathematics, language, and literacy for Head Start children
Fantuzzo, John W., June, 2011
American Educational Research Journal, 48(3), 763-793

A report on the development and field trial of the Evidence-Based Program for Integrated Curricula (EPIC) for Head Start that focuses on comprehensive mathematics, language, and literacy skills, based on data from EPIC or the Developmental Learning Materials Early Childhood Express curriculums randomly assigned to 70 classrooms with 1,415 children

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Kindergarten experience: Cognitive effects or socialization?
Entwisle, Doris R., 1987
American Educational Research Journal, 24(3), 337-364

A representative sample of the cognitive effects of first-grade children’s performance on the California Achievement Test (CAT) with more kindergarten experience in Baltimore

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Locating learning in in-service education for preschool teachers
Adger, Carolyn Temple, 2004
American Educational Research Journal, 41(4), 867-900

An account of the various situations in which early childhood teachers learn their roles in early education and care

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Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects in the third year
Clements, Douglas H., August, 2013
American Educational Research Journal, 50(4), 812-850

Using a cluster randomized trial design, we evaluated the persistence of effects of a research-based model for scaling up educational interventions. The model was implemented in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the two experimental interventions were identical, but one included follow-through in the kindergarten and first-grade years, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Students in the experimental group scored significantly higher than control students (g = .51 for those who received follow-through intervention in kindergarten and first grade; g = .28 for non-follow-through), and follow-through students scored significantly higher than non-follow-through students (g = .24). (author abstract)

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Low-income parents: How do working conditions affect their opportunity to help school age children at risk?
Heymann, Jody, 2000
American Educational Research Journal, 37(4), 833-848

An inquiry into the link between parents’ working conditions and their ability to help their at-risk children, based on a sample of 1,898 families with at-risk children where mothers worked more than 20 hours per week, taken from the National Longitudinal Survey of Youth – Mother and Child Surveys (NLSY)

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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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