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Current Filters: Author:Calkins, Julia [remove];

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Background for community-level work on school readiness: A review of definitions, assessments, and investment strategies
Zaslow, Martha, 2000
Washington, DC: Child Trends.

A presentation of recommendations from the National Education Goals Panel (NEGP) for defining and measuring school readiness, and a summary of suggested community initiatives based on a review of the relevant literature

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Background for community-level work on school readiness: A review of definitions, assessments, and investment strategies [Executive summary]
Zaslow, Martha, 2000
Washington, DC: Child Trends.

A summary of a report designed to educate communities regarding school readiness assessment and the ecological factors involved in a child's successful transition to kindergarten

Executive Summary


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Basic measures of progress
Calkins, Julia, 2002
Washington, DC: Child Trends.

A table of survey instruments and measures that can be used as indicators of progress towards school readiness and its contributing conditions

Other


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Child outcome measures in the study of child care quality
Zaslow, Martha, October 2006
Evaluation Review, 30(5), 577-610

An examination of methodological issues involved in the measurement of child outcome variables in 65 studies of child care quality published between 1979 and December 2005

Literature Review


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Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade
Hair, Elizabeth C., Q4 2006
Early Childhood Research Quarterly, 21(4), 431-454

An analysis of patterns of young children's school readiness at school entry and an examination of how these patterns predict their academic, health, and social outcomes in the first grade, using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Cohort

Reports & Papers


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Early childhood education and school readiness: Conceptual models, constructs, and measures: Profiles of early childhood measures
Bridges, Lisa J., 2003
Washington, DC: Child Trends

A collection of profiles of instruments used to measure different developmental domains in early childhood

Other


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Early childhood measures profiles
Child Trends, 2004
Washington, DC: Child Trends.

A profile of instruments used to measure developmental domains in early childhood, including language, literacy, math, approaches to learning, ongoing observational measures, general cognitive measures, social-emotional measures, and measures used in Early Head Start analyses

Other


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Progress and prospects in the development of indicators of school readiness
Zaslow, Martha, 2001
Paper prepared for Meeting on Child and Youth Indicators: Accomplishments and Future Directions, National Institutes of Health, Bethesda, MD

A paper on the development of and data sources for state and national indicators of school readiness

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Promoting language and literacy in early childhood care and education settings
Halle, Tamara, September, 2003
New York: Child Care & Early Education Research Connections

A review of research assessing the impact of programs to promote language and emergent literacy among young children.

Literature Review


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Promoting language and literacy in early childhood care and education settings: Analytical table
Halle, Tamara, 2003
New York: Child Care & Early Education Research Connections

A table accompanying a literature review, summarizing research questions, methods and findings of studies assessing the impact of language and literacy programs for young children

Table Of Findings


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Unsupervised time: Family and child factors associated with self-care
Vandivere, Sharon, 2003
(Occasional Paper No. 71). Washington, DC: Urban Institute.

A report on the characteristics of and factors associated with the self-care arrangements of children aged six to 12

Reports & Papers


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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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