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			Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early, Diane Marie, 2006 Early Childhood Research Quarterly, 21(2), 174-195 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
			Caregiver training and classroom quality in child care centers Burchinal, Margaret, 2002 Applied Developmental Science, 6(1), 2-11 A study of the association between classroom quality and both formal education and informal training of caregivers, based on data from 533 child care center classrooms in four states	Reports & Papers
			Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence Barbarin, Oscar, 2006 American Journal of Orthopsychiatry, 76(2), 265-276 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
			The children of the Cost, Quality, and Outcomes Study go to school Peisner-Feinberg, Ellen S., 1999 Chapel Hill, NC: Frank Porter Graham Child Development Center. The longitudinal follow up to the Cost, Quality, and Child Outcomes in Child Care Centers Study, following children for five years to assess the impact of quality of child care experiences on later development.	Reports & Papers
			Children's classroom engagement and school readiness gains in prekindergarten Chien, Nina C., September/October 2010 Child Development, 81(5), 1534-1549 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
			Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity Burchinal, Margaret, 2000 Applied Developmental Science, 4(3), 149-165 A study of the influence of poverty, minority ethnic background, gender, and parental authoritarian beliefs on the relationship between child care quality and children�s developmental outcomes	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
			The Cost, Quality and Child Outcomes in Child Care Centers Study Peisner-Feinberg, Ellen S., Denver, CO: Center for Research on Economic and Social Policy A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes	Major Research Projects
			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
			Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories Burchinal, Margaret, 2002 Journal of School Psychology, 40(5), 415-436 A study of the relationship between 511 children's acquisition of academic skills from preschool to second grade and their experiences with parents and teachers, based on data from the Cost, Quality, and Outcomes Study, spanning child care centers in four states	Reports & Papers
			Diversity, child care quality, and developmental outcomes Burchinal, Margaret, 2003 Early Childhood Research Quarterly, 18(4), 401-426 A study investigating the relationship between children's ethnicities and the validity of standardized child care quality measures, using data from the Cost, Quality, and Child Outcomes Study and the NICHD Study of Early Child Care	Reports & Papers
			Do regulable features of child-care homes affect children's development? Clarke-Stewart, K. Alison, 2002 Early Childhood Research Quarterly, 17(1), 52-86 An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Family income and its relation to preschool children's adjustment for families in the NICHD study of early child care Mistry, Rashmita S., 2004 Developmental Psychology, 40(5), 727-745 A longitudinal study examining the relation between family income and family processes to child outcomes, investigating whether income has a greater impact for children from low income families	Reports & Papers
			Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Burchinal, Margaret, Q2 2012 Early Childhood Research Quarterly, 27(2), 188-197 An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states	Reports & Papers
			Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics LoCasale-Crouch, Jennifer, Q1 2007 Early Childhood Research Quarterly, 22(1), 3-17 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 Barbarin, Oscar, September 2008 Early Education and Development, 19(5), 671-701 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
			Parents as child care consumers Cryer, Debby, 1997 Early Childhood Research Quarterly, 12(1), 35-58 A study of how parental quality ratings of aspects of child care are influenced by parental values, a selection from a larger study, Cost, Quality and Child Outcomes in Child Care Centers	Reports & Papers
			The prediction of process quality from structural features of child care Phillipsen, Leslie C., 1997 Early Childhood Research Quarterly, 12(3), 281-303 An analysis of data from the Cost, Quality and Child Outcomes in Child Care Centers Study to identify structural features of child care centers and classrooms that predict process quality	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 Early, Diane Marie, 2005 Chapel Hill, NC: National Center for Early Development & Learning. 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
			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
			The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade Peisner-Feinberg, Ellen S., 2001 Child Development, 72(5), 1534-1553 An examination of the relationship between quality preschool and cognitive and socioemotional development in community child-care centers, adjusting for family selection factors from a longitudinal study of 733 children ages 4 to 8 years old	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
			Spanish-speaking children's social and language development in pre-kindergarten classrooms Chang, Florence, 2007 Early Education and Development, 18(2), 243-269 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
			Structural predictors of child care quality in child care homes Burchinal, Margaret, 2002 Early Childhood Research Quarterly, 17(1), 87-105 An article examining whether structural features of family child care predict quality better than other features	Reports & Papers

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