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Current Filters: Resource Type:Reports & Papers [remove]; Author:Burchinal, Margaret [remove]; Full Text:no [remove];

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			Allegiances or attachments: Relationships among infants and their daycare teachers Farran, Dale, 1984 In R. Ainslie (Ed.), The child and the daycare setting: Qualitative variations and development (pp. 133-158). New York: Praeger Publishers A study of infants’ social interactions and relationships with alternative caregivers in child care	Reports & Papers
			Comparing universal and targeted prekindergarten programs Dotterer, Aryn M., 2009 In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms	Reports & Papers
			Cost, quality, and child outcomes in child care centers: Public report Helburn, Suzanne W., April, 1995 Denver: University of Colorado at Denver, Department of Economics Findings from a study of the relationship between child care costs and quality and the concurrent effects of child care quality on children's cognitive and socioemotional outcomes, based on data from licensed community childcare sites in Los Angeles County in California, the Hartford corridor in Connecticut, the Frontal range in Colorado, and the Piedmont region in North Carolina	Reports & Papers
			Cost, quality and child outcomes in child care centers: Technical report Helburn, Suzanne W., June, 1995 University of Colorado at Denver, Center for Research in Economic and Social Policy An outline of the structure and design of the Cost, Quality and Child Outcomes in Child Care Centers Study, with descriptive comparisons of the centers from which data was drawn, and a presentation of analytic study results	Reports & Papers
			Early intervention and long-term predictors of school status Ramey, Craig T., 1992 In New directions in child and family research: Shaping Head Start in the 90s: The First Head Start National Research Conference, June 24-26, 1991: Summary of conference proceedings (pp. 170-174). Washington, DC: U.S. Administration on Children, Youth, and Families A longitudinal study of the effects of early intervention education for at-risk children beginning in infancy on long term schooling, using data from the Carolina Abecedarian Project	Reports & Papers
			The effects of Smart Start on the quality of preschool child care Bryant, Donna M., 1997 Chapel Hill, NC: Frank Porter Graham Child Development Center. A study of the effects of a broad-based community initiative, Smart Start, to improve the quality of preschool child care between 1994 and 1996	Reports & Papers
			How well do our measures of quality predict child outcomes?: A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings Burchinal, Margaret, 2011 In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 11-31). Baltimore: Paul H. Brookes An examination of the accuracy of quality assessments in the prediction of child outcomes, based on secondary analyses of 25 studies on the relation of child care environment to children's outcomes	Reports & Papers
			Language skills of children with different preschool experiences Roberts, Joanne E., 1979 Journal of Speech and Hearing Research, 32(4), 773-786 A study of the effects of a language-enriched child care program on the language skills of children three months to five years of age from socioeconomically disadvantaged families	Reports & Papers
			Maternal employment, child care, and cognitive outcomes Burchinal, Margaret, 2001 In Family environment and intellectural functioning: A life-span perspective (pp. 119-139). Mahwah, NJ: Lawrence Erlbaum Associates A discussion of the controversies among professionals of the impact of early group care on young children’s development	Reports & Papers
			Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics Keys, Tran D., 2013 Child Development, , 1-20 An examination of the relationship between preschool center quality and children's school readiness, and the moderating role of child entry demographic background, cognitive skills, attention skills, and problem behaviors on that relationship, based on data from approximately 6,250 3- to 5-year-olds from four large-scale child care studies	Reports & Papers
			The QUINCE-PFI study: An evaluation of a promising model for child care provider training: Final report Bryant, Donna M., September 2009 Chapel Hill, NC: FPG Child Development Institute. An examination of the efficacy of an individualized, assessment-based, on-site consultation model of professional development for the quality improvement of early childhood programs, based on 108 child care classrooms and 263 family child care homes from twenty-four agencies in five states assigned to a group to receive a professional development intervention or to a control group	Reports & Papers
			Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs Howes, Carollee, February, 2008 Child & Youth Care Forum, 37(1), 27-50 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
			Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study Peisner-Feinberg, Ellen S., 1997 Merrill-Palmer Quarterly, 43(3), 451-477 A longitudinal study of the effects of child care experiences on concurrent child outcomes, taking into account the quality of child care and the moderating influence of family and child characteristics.	Reports & Papers
			Timing of high-quality child care and cognitive, language, and preacademic development Li, Weilin, 2012 Developmental Psychology, , 1-12 A study of the relationship between exposure to different combinations of high- versus low-quality child care during two developmental periods--infant-toddlerhood and preschool, and children's cognitive, language, and preacademic development, based on data from 1,364 young children from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers

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