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After-school programs and academics: Implications for policy, practice, and research
Granger, Robert C., 2008
Social Policy Report, 22(2)

A discussion, with commentary, of the relation of participation in after school programs to participants' positive academic outcomes, with a focus on particular program features associated with positive academic outcomes

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At what age should children enter kindergarten?: A question for policy makers and parents
Stipek, Deborah J., 2003
Social Policy Report, 16(2)

A review of findings of research on the effects of school entrance age on academic achievement

Fact Sheets & Briefs


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The benefits and costs of Head Start
Ludwig, Jens, 2007
Social Policy Report, 21(3)

A discussion of the long-term benefits and costs of Head Start and state prekindergarten programs

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Building the workforce our youngest children deserve
Rhodes, Holly, 2012
Social Policy Report, 26(1), 1-31

A discussion of themes from a workshop to examine the early childhood care and education workforce, including a definition and description of the current workforce, an exploration of workforce characteristics associated with child development outcomes, and a discussion of issues related to developing the workforce as a profession through education and training

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Connecting the science of child development to public policy
Huston, Aletha C., 2005
Social Policy Report, 19(4)

A discussion of the role of research on child development in the public policy-making process

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Do you believe in magic?: What can we expect from early childhood intervention programs
Brooks-Gunn, Jeanne, 2003
Social Policy Report, 17(1)

A brief on the development of vulnerable children and the efficacy of early intervention program for altering their development

Fact Sheets & Briefs


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Early educational opportunities for children of Hispanic origins
Garcia, Eugene E., 2009
Social Policy Report, 23(2), 1-20

A discussion, with commentaries, of the demographic characteristics of, unique linguistic profile of, and empirical evidence supporting certain interventions for three- to eight-year-old Hispanic children, with policy recommendations for improving educational opportunities for these children

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Effects of welfare and employment policies on young children: New findings on policy experiments conducted in the early 1990s
Morris, Pamela A., 2005
Social Policy Report, 19(2)

A policy report analyzing previous research on how preschool children's development is affected by welfare policies, particularly those that increase parental employment and income

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Emotions matter: Making the case for the role of young children's emotional development for early school readiness
Raver, C. Cybele, 2002
Social Policy Report, 16(3)

A report considering the important of emotional development for school readiness and reviewing research on the effectiveness of interventions at affecting emotional adjustment in preschool

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Inclusion at the preschool level: An ecological systems analysis
Odom, Samuel L., 1996
Social Policy Report, 10(2-3), 18-30

A report proposing a conceptual framework for the analysis of the implementation of inclusion in preschools

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Kindergarten: An overlooked educational policy priority
Vecchiotti, Sara, 2003
Social Policy Report, 17(2)

A brief on the lack of information about kindergarten provision and highlighting policy issues and areas for future research

Fact Sheets & Briefs


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Mathematics education for young children: What it is and how to promote it
Ginsburg, Herbert P., 2008
Social Policy Report, 22(1), 1-23

An examination of children?s abilities, early education curricula, and teacher readiness in the subject of early mathematics, and a presentation of policy recommendations for teacher training, curricula, and research related to the subject

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Organized activity participation, positive youth development, and the over-scheduling hypothesis
Mahoney, Joseph L., 2006
Social Policy Report, 20(4)

A discussion of the hypothesis that children are over-scheduled with after school activities, as well as of the implications for policymakers in terms of considering whether to expand opportunities for out-of-school time activities

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Parental leave policies: An essential ingredient in early childhood education and care policies
Kamerman, Sheila B., 2000
Social Policy Report, 14(2)

A report on parental leave policies as related to early childhood education and care policies

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PK-3: An aligned and coordinated approach to education for children 3 to 8 years old
Bogard, Kimber, 2005
Social Policy Report, 19(3)

A discussion of the importance of prekindergarten and the sustainability of high quality education from prekindergarten through third grade

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Putting the child back into child care: Combining care and education for children ages 3-5
Brauner, Jessica, 2004
Social Policy Report, 18(3)

A report suggesting the incorporation of an educational component into the child care system would greatly improve child care quality in the United States

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Quality of early childhood development programs in global contexts: Rationale for investment, conceptual framework and implications for equity
Britto, Pia Rebello, 2011
Social Policy Report, 25(2), 1-30

An examination of issues related to quality of and access to early childhood programs and services in international settings

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Using scientific knowledge to inform preschool assessment: Making the case for ''empirical validity''
Hirsh-Pasek, Kathy, 2005
Social Policy Report, 19(1)

A discussion of the need for further research regarding children's developmental processes so as to improve the assessment of early childhood education outcomes.

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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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