Browse the Collection
|
|
Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Barbarin, Oscar [remove];
26 results found.|
Select Citation
|
Result | Resource Type |
|
|
|
|
Abecedarian Project |
Major Research Projects
|
|
|
|
|
ABLE (Attention, Behavior, Language, and Emotions) |
Instruments
|
|
|
|
|
ABLE: A system for mental health screening and care for preschool children A proposal of a tool for the early detection of behavioral and emotional problems in special needs children |
Other
|
|
|
|
|
Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up A longitudinal study of the effect of an early educational intervention on economic, socioemotional, and educational outcomes at age 30, based on data collected from 101 of the original low-income participants in the Abecedarian Project experiment in North Carolina |
Reports & Papers
|
|
|
|
|
Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
Reports & Papers
|
|
|
|
|
Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence |
Reports & Papers
|
|
|
|
|
Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
Reports & Papers
|
|
|
|
|
Cost-effective investments in early care and education |
Fact Sheets & Briefs
|
|
|
|
|
Culture and ethnicity in social, emotional and academic development An inquiry into the strains on social and emotional development experienced by children of color and its impact on their academic achievement, with recommendations for an early and constant mental health intervention |
Other
|
|
|
|
|
Diversity and directions in state pre-kindergarten programs A survey of the diversity and standards of state-sponsored prekindergarten programs |
Reports & Papers
|
|
|
|
|
Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction? An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher–child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs |
Reports & Papers
|
|
|
|
|
Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness A study of readiness skills and ethnicity and their relationship to home-school match or mismatch in childrearing beliefs and socialization practices for 310 children transitioning from publicly sponsored prekindergarten to kindergarten |
Reports & Papers
|
|
|
|
|
How do pre-kindergarteners spend their time?: Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms An examination of the relationships between the proportion of children’s time in various settings, activities, and in teaching interactions and to ethnicity, gender, and family income from classroom observations of 2061 children in 652 state-funded prekindergarten programs in 11 states |
Reports & Papers
|
|
|
|
|
Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills A study of the relationships between common measures of quality in prekindergarten programs and children’s academic, language, and social outcomes |
Reports & Papers
|
|
|
|
|
Mental health screening of preschool children: Validity and reliability of ABLE An assessment of a screening tool used to identify preschool children potentially suffering from attention, behavior, language, and emotional difficulties |
Reports & Papers
|
|
|
|
|
National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: 1) To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings). 2) To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The above information pertains to the Main Child Level Public-use version and the Main Child Level Restricted-use version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-use version and Pre-K Classroom Level Restricted-use version) and for Kindergarten (Kindergarten Classroom Level Public-use version and Kindergarten Classroom Level Restricted-use version). |
Data Sets
|
|
|
|
|
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics An examination of early childhood education classrooms to determine variations in classroom quality as well as differences in program characteristics in terms of teacher characteristics as well as differences in child/adult ratios, program length, and number of enrolled students |
Reports & Papers
|
|
|
|
|
Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children’s skills A study of the family demographic characteristics and child skills associated with parental conceptions of school readiness, based on interviews with 452 parents of 4-year-olds enrolled public prekindergarten programs |
Reports & Papers
|
|
|
|
|
Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP) |
Reports & Papers
|
|
|
|
|
Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms An investigation of the quality and content of children’s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study |
Reports & Papers
|
|
|
|
|
Quality of prekindergarten: What families are looking for in public sponsored programs A description of the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs, with a comparison of educators’ and families’ concepts of quality |
Other
|
|
|
|
|
Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
Reports & Papers
|
|
|
|
|
The relations of observed pre-k classroom quality profiles to children's achievement and social competence A study of the relationship between the growth in social and academic competence of children in the prekindergarten year and the level of emotional support measured in classroom teacher-child interactions, based on data collected about 2,028 prekindergarten children from several states |
Reports & Papers
|
|
|
|
|
Spanish-speaking children's social and language development in pre-kindergarten classrooms A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs |
Reports & Papers
|
|
|
|
|
What is pre-kindergarten?: Characteristics of public pre-kindergarten programs A study of the demographics and staff and structural quality of publicly-funded prekindergarten programs across 6 states |
Reports & Papers
|
|
Select Citation
|
