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Peer Reviewed Journal

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96 results found

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			Advocacy and early childhood educators: Identity and cultural conflicts Grieshaber, Susan, 2001 In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp. 60-72). New York: Teachers College Press. A discussion of how early childhood educators manage their conflicting roles as caregivers and advocates	Other
			Assessing social competence in early childhood Atkins-Burnett, Sally, 1997 In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 149-178). New York: Teachers College Press A discussion of the definition of social competence and its importance for young children, and a summary of the various instruments use to measure social competence throughout early childhood years	Other
			Assessing student learning through the analysis of pupil products Gullo, Dominic F., 1997 In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 129-148). New York: Teachers College Press A discussion of problems associated with early childhood assessment, general principles guiding the assessment process, portfolio assessment, and assessment of processes	Other
			Assessment of Practices in Early Elementary Classrooms Hemmeter, Mary Louise, 2001 New York: Teachers College Press [Primary source]	Instruments
			Business Administration Scale for Family Child Care Talan, Teri, 2009 New York: Teachers College Press	Instruments
			Caring for other people's children: A complete guide to family day care Alston, Frances K., 1984 New York: Teachers College Press	Other
			The changing demographics of family day care in the United States Hofferth, Sandra L., 1992 In D.L. Peters & A.R. Pence (Eds.), Family day care: Current research for informed public policy (pp. 28-57). New York: Teachers College Press An analysis of family day care in the United States examining three issues: first, the number of licensed and unlicensed family day care programs in America and their enrollment; second, the similarities and dissimilarities of characteristics between family day care programs and center-based programs; and third, the differences between regulated and unregulated family day care programs	Other
			Changing the odds for children at risk: Seven essential principles of educational programs that break the cycle of poverty Neuman, Susan B., 2009 New York: Teachers College Press An overview of several types of early education interventions for at risk children, an identification of common characteristics of successful interventions, and a discussion of methods of assessments of interventions for the determination of accountability	Other
			Child welfare and mental health initiatives Kupersmidt, Janis, 2003 In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 163-180). New York: Teachers College Press An examination of three national, multi-site child welfare research initiatives: the Consortium for Longitudinal Studies in Child Abuse and Neglect (LONGSCAN), the National Survey of Child and Adolescent Well-Being (NSCAW), and the Head Start Mental Health Research Consortium (HSMHRC)	Other
			Cognitive Skills Assessment Battery (2nd ed.) Boehm, Anne E., 1981 New York: Teachers College Press	Instruments
			Compensatory education for disadvantaged children Ramey, Craig T., 1982 In J. Belsky (Ed.), In the beginning: Readings in infancy (pp. 259-269). New York: Columbia University Press A review of the early intervention program, the Carolina Abecedarian Project, regarding the social and intellectual development of low-income, predominately African American students	Reports & Papers
			Conclusion: Identities and possibilities Cannella, Gaile Sloan, 2001 In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp.173-180). New York: Teachers College Press. A chapter encouraging early childhood professionals to challenge the dominant theories in the field of early childhood education and reconceptualize their roles within the classroom	Other
			Confirmatory program evaluation: Applications to early childhood interventions Reynolds, Arthur J., 2005 Teachers College Record, 107(10), 2401-2425 A discussion of confirmatory program evaluation as a method for conducting theory driven evaluations, and its role in identifying causal mechanisms of change in early childhood interventions, with examples from the Chicago Longitudinal Study and studies of the Chicago Child-Parent Centers	Reports & Papers
			Curriculum and evaluation in early childhood programs Schweinhart, Lawrence J., 1997 In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 48-68). New York: Teachers College Press A comparison of the documentation, validation, and dissemination of six widely used early childhood curriculum models	Other
			Day Care Home Environment Rating Scale Harms, Thelma, 1983 New York: Teachers College Press	Instruments
			Defining and valuing quality as a parent Larner, Mary, 1994 In P. Moss & A. R. Pence (Eds.), Valuing quality in early childhood services: New approaches to defining quality (pp. 43-60). New York: Teachers College Press A discussion of the varying child care attitudes and perspectives among parents and child care providers	Other
			Developing cross-cultural partnerships: Implications for child care quality research and practice Pence, Alan R., 1994 In P. Moss & A.R. Pence (Eds.), Valuing quality in early childhood services: New approaches to defining quality (pp. 108-122). New York: Teachers College Press A discussion of an innovative, cross-cultural curriculum partnership between public universities and the First Nations tribes in the advancement of quality early childhood services in Canada	Other
			Developmentally appropriate practice in ''real life'': Stories of teacher practical knowledge Wien, Carol A., 1995 New York: Teacher College Press.	Other
			A different kind of child development institution: The history of after-school programs for low-income children Halpern, Robert, 2002 Teachers College Record, 104(2), 178-211 An historical analysis of the emergence and development of afterschool programs for low-income children from the early 1900s until the late 1990s	Reports & Papers
			Diversity and developmentally appropriate practices: Challenges for early childhood education Mallory, Bruce, 1994 New York: Teachers College Press	Other
			The early care and education teaching workforce at the fulcrum: An agenda for reform Kagan, Sharon Lynn, 2008 New York: Teacher's College Press An overview of the characteristics of the child care and early education workforce and a presentation of goals for workforce transformation	Other
			Early child care initiatives NICHD Early Child Care Research Network, 2003 In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 181-224). New York: Teachers College Press An overview of the NICHD Study of Early Child Care; the Cost, Quality, and Child Outcomes (CQO) Study; the National Study of Child Care for Low-Income Families; and the Growing Up in Poverty (GUP) Project	Other
			Early child development in the 21st century: Profiles of current research initiatives Brooks-Gunn, Jeanne, 2003 New York: Teachers College Press An anthology of ongoing, large scale research initiatives on early childhood education and development, assembled as part of the Synthesis and Profiles of Research Initiatives on Early Childhood Education and Development Project	Other
			The early childhood curriculum: Current findings in theory and practice Seefeldt, Carol, 1999 New York: Teachers College Press. A textbook detailing current developments in early childhood education curriculum design, research, and evaluation; teaching methods and developmentally appropriate classroom practices are also examined	Other
			Early Childhood Environment Rating Scale Harms, Thelma, 1980 New York: Teachers College Press A measure for the assessment of the quality of environments in preschool, kindergarten, and child care programs, for children ages 2 years, 5 months to 5 years	Instruments

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