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Background literature review pertaining to the Early Head Start study
Raikes, Helen, February, 2013
Monographs of the Society for Research in Child Development, 78(1), 1-19

An overview of the Early Head Start program model and of the relationship of early childhood program participation to children's school readiness outcomes

Other


Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families: Volume II. Technical report appendixes
United States. Administration for Children and Families, 2001
Washington, DC: U.S. Department of Health and Human Services.

A compendium of studies on the influence of participation in an Early Head Start program on children’s outcomes

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Child care and children of color
Spencer, Margaret B., 1995
In P. L. Chase-Lansdale & J. Brooks-Gunn (Eds.), Escape from poverty: What makes a difference for children? (pp. 138-156). New York: Cambridge University Press

A discussion of the United States Family Support Act of 1988 and the developmental impact of poverty and child care regulations on children from socioeconomically disadvantaged families

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Child care quality matters: How conclusions may vary with context
Love, John M., 2003
Child Development, 74(4), 1021-1033

An analysis of three national studies on child care quality and the impact of quality on child development

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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)

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Conclusions and implications
Brooks-Gunn, Jeanne, February, 2013
Monographs of the Society for Research in Child Development, 78(1), 130-143

A summary and discussion of implications from a special issue of the Monographs of the Society for Research in Child Development focusing on the impacts of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for 3,001 randomly-assigned low income families

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The contribution of parenting to ethnic and racial gaps in school readiness
Brooks-Gunn, Jeanne, 2005
The Future of Children, 15(1), 139-168

An overview of the research literature regarding parent characteristics and child outcomes that proposes children's school readiness is influenced by parenting behavior

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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

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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


Early childhood education: The likelihood of sustained effects
Brooks-Gunn, Jeanne, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 200-205). Baltimore: Paul H. Brookes

An overview of research on the effects of several early education programs on the cognitive, socioemotional, and academic skills of children in the elementary school years

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Early childhood intervention in family literacy programs
Fuligni, Allison Sidle, 2004
In The handbook of family literacy (pp. 117-136). Mahwah, NJ: Lawrence Erlbaum Associates

Recommendations for the future implementation and evaluation of family literacy programs supported by research regarding early childhood interventions and family literacy.

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Early childhood intervention research initiatives
Berlin, Lisa, 2003
In J. Brooks-Gunn, A.S. Fuligini, & L.J. Berlin (Eds.). Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 65-89). New York: Teachers College Press

An evaluation of two early childhood interventions: the Comprehensive Child Development Program (CCDP), and the Early Head Start (EHS) Research and Evaluation Project

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The effects of poverty on children
Brooks-Gunn, Jeanne, 1997
The Future of Children, 7(2), 55-71

A review of longitudinal studies on the relationship between family income and children?s developmental outcomes, emphasizing the influence of the timing, depth, and duration of poverty, and other family characteristics

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Family support initiatives
Fuligni, Allison Sidle, 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. 115-144). New York: Teachers College Press

An overview of two national family support initiatives: the National Even Start Evaluation, and the National Evaluation of Family Support Programs (NEFSP)

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Four new national longitudinal surveys on children
Fuligni, Allison Sidle, 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. 326-359). New York: Teachers College Press

An examination of four nationally representative longitudinal studies focusing on early childhood within several different contexts: child development, child wellbeing, familial composition, socioeconomic status, and other demographic characteristics

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Getting the most out of Early Head Start: What has been accomplished and what needs to be done
Love, John M., September, 2010
In R. Haskins & W. S. Barnett (Eds.), Investing in young children: New directions in federal preschool and early childhood policy (pp. 29-37). Washington, DC: Brookings Institution, Center on Children and Families.

A discussion of the impacts of Early Head Start on children at 2, 3, and 5 years old

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Initiatives on children with special needs
Hebbeler, Kathleen, 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. 296-325). New York: Teachers College Press

A discussion of the implications associated with including special needs children in large scale studies

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Initiatives on the transition to school
Fuligni, Allison Sidle, 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. 90-115). New York: Teachers College Press

An evaluation of two studies on school readiness: the Head Start Family and Child Experiences Survey (FACES), and the National Head Start/Public School Early Childhood Transition Demonstration Study

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Introducing the issue
Rouse, Cecilia, 2005
The Future of Children, 15(1), 5-14

An introduction to a journal issue focusing on school readiness that provides an overview of research findings.

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Investing in our future: The evidence base on preschool education
Yoshikawa, Hirokazu, October, 2013
Ann Arbor, MI: Society for Research in Child Development.

A review of research on the relationship of preschool participation to children's developmental outcomes

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Making a difference in the lives of infants and toddlers and their families: The impacts of Early Head Start: Vol. II. Final technical report appendixes
United States. Administration for Children and Families, 2002
Washington, DC: U.S. Department of Health and Human Services.

The appendices and data analysis of the impact of Early Head Start in the lives of infants and toddlers and their families

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Neighborhood-based initiatives
Leventhal, Tama, 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. 279-295). New York: Teachers College Press

An overview of two studies of the effects of community influences on child and family outcomes: the Project on Human Development in Chicago Neighborhoods (PHDCN), and the Los Angeles Family and Neighborhood Study (LA FANS)

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Pre- and perinatal home visitation interventions
McCabe, Lisa A., 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. 145-162). New York: Teachers College Press

An evaluation of three home visitation programs that focus on pre- and perinatal care: the Nurse-Family Partnership (NFP), the Healthy Families America (HFA) program, and the Healthy Steps (HS) for Young Children program

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The profiles project
Fuligni, Allison Sidle, 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. 16-64). New York: Teachers College Press

An overview of the development and implementation of the Synthesis and Profiles of Research Initiatives on Early Childhood Education and Development Project, created to investigate and report on twenty-eight current, nationally representative, longitudinal studies

Other


Racial and ethnic gaps in school readiness
Brooks-Gunn, Jeanne, 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 283-306). Baltimore: Paul H. Brookes

A discussion of underlying factors causing the racial and ethnic achievement gaps between White and non-White students, with recommendations of strategies and social programs for narrowing the achievement gap

Other


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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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