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2000 kindergarten teacher survey report
Gamel-McCormick, Michael, 2000
Newark: University of Delaware, Center for Disabilities Studies.

An investigation into both kindergarten teachers? preferred methods of reporting students? achievement and their views on the meaning of readiness, based on a survey of 174 kindergarten teachers in Delaware

Reports & Papers

Caring for the caregiver: Early Head Start/family child care partnerships
Buell, Martha J., 2002
Infant Mental Health Journal, 23(1-2), 213-230

An exploration of the perceived benefits of partnering with the Northern Delaware Early Head Start program for four family child care providers

Reports & Papers

Delaware Early Care and Education Baseline Quality Study
Delaware. Interagency Resource Management Committee, 2005
Newark: University of Delaware, Center for Disabilities Studies.

A study on the quality and status of early child care and education programs in Delaware

Reports & Papers

Delaware Early Care and Education Baseline Quality Study: Executive summary
Delaware. Interagency Resource Management Committee, 2005
Newark: University of Delaware, Center for Disabilities Studies.

A summary of a study on the quality and status of early child care and education programs in Delaware

Executive Summary

Delaware pilot full-day kindergarten evaluation: A comparison of ten full-day and eight part-day kindergarten programs: School year 2004-2005
Amsden, Deborah J., 2005
Newark: University of Delaware, Center for Disabilities Studies.

A pilot quality test of ten full-day kindergarten programs against eight part-day kindergarten programs in Delaware, 2004-2005

Reports & Papers

Inclusion in a childcare context: Experiences and attitudes of family childcare providers
Buell, Martha J., 1999
Topics in Early Childhood Special Education, 19(4), 217-224

A study of the relationship between the experiences and attitudes of family child care providers ability to care for a child with a disability and the supports necessary to include children with disabilities into their program

Reports & Papers

Investing in better outcomes: The Delaware Early Childhood Longitudinal Study
Delaware. Interagency Resource Management Committee, 2002
Newark: University of Delaware, Center for Disabilities Studies.

A study of the outcomes of children enrolled in early intervention services for disabilities and for those living in poverty in Delaware

Reports & Papers

Investing in better outcomes: Reaping continued dividends: The Delaware Early Childhood Longitudinal Study follow-up with fifth graders
Delaware. Interagency Resource Management Committee, June 2005
Newark: University of Delaware, Center for Disabilities Studies.

A fifth-grade follow-up of a study comparing the academic and behavioral outcomes of students who were enrolled in two different early intervention programs for young children with disabilites and young children living in poverty with the outcomes of their peers

Reports & Papers

Money matters for early education: The relationships among child care quality, teacher characteristics, and subsidy status
St.Clair-Christman, JeanMarie, Fall 2011
Early Childhood Research & Practice, 13(2)

An examination of the relationships among child care centers' acceptance of federal subsidies, teacher characteristics, and the quality of language, reasoning, and learning activities, based on observations and interviews at 62 early care and education sites in Delaware

Reports & Papers

Why families should matter for Early Reading First
Buell, Martha J., 2010
In Promoting early reading: Research, resources, and best practices (pp. 164-174). New York: The Guilford Press

A discussion of the family component of Early Reading First, ways to engage parents, enhance their skills, and make them partners of the educators to provide enhanced literacy experiences for their children

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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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			2000 kindergarten teacher survey report Gamel-McCormick, Michael, 2000 Newark: University of Delaware, Center for Disabilities Studies. An investigation into both kindergarten teachers? preferred methods of reporting students? achievement and their views on the meaning of readiness, based on a survey of 174 kindergarten teachers in Delaware	Reports & Papers
			Caring for the caregiver: Early Head Start/family child care partnerships Buell, Martha J., 2002 Infant Mental Health Journal, 23(1-2), 213-230 An exploration of the perceived benefits of partnering with the Northern Delaware Early Head Start program for four family child care providers	Reports & Papers
			Delaware Early Care and Education Baseline Quality Study Delaware. Interagency Resource Management Committee, 2005 Newark: University of Delaware, Center for Disabilities Studies. A study on the quality and status of early child care and education programs in Delaware	Reports & Papers
			Delaware Early Care and Education Baseline Quality Study: Executive summary Delaware. Interagency Resource Management Committee, 2005 Newark: University of Delaware, Center for Disabilities Studies. A summary of a study on the quality and status of early child care and education programs in Delaware	Executive Summary
			Delaware pilot full-day kindergarten evaluation: A comparison of ten full-day and eight part-day kindergarten programs: School year 2004-2005 Amsden, Deborah J., 2005 Newark: University of Delaware, Center for Disabilities Studies. A pilot quality test of ten full-day kindergarten programs against eight part-day kindergarten programs in Delaware, 2004-2005	Reports & Papers
			Inclusion in a childcare context: Experiences and attitudes of family childcare providers Buell, Martha J., 1999 Topics in Early Childhood Special Education, 19(4), 217-224 A study of the relationship between the experiences and attitudes of family child care providers ability to care for a child with a disability and the supports necessary to include children with disabilities into their program	Reports & Papers
			Investing in better outcomes: The Delaware Early Childhood Longitudinal Study Delaware. Interagency Resource Management Committee, 2002 Newark: University of Delaware, Center for Disabilities Studies. A study of the outcomes of children enrolled in early intervention services for disabilities and for those living in poverty in Delaware	Reports & Papers
			Investing in better outcomes: Reaping continued dividends: The Delaware Early Childhood Longitudinal Study follow-up with fifth graders Delaware. Interagency Resource Management Committee, June 2005 Newark: University of Delaware, Center for Disabilities Studies. A fifth-grade follow-up of a study comparing the academic and behavioral outcomes of students who were enrolled in two different early intervention programs for young children with disabilites and young children living in poverty with the outcomes of their peers	Reports & Papers
			Money matters for early education: The relationships among child care quality, teacher characteristics, and subsidy status St.Clair-Christman, JeanMarie, Fall 2011 Early Childhood Research & Practice, 13(2) An examination of the relationships among child care centers' acceptance of federal subsidies, teacher characteristics, and the quality of language, reasoning, and learning activities, based on observations and interviews at 62 early care and education sites in Delaware	Reports & Papers
			Why families should matter for Early Reading First Buell, Martha J., 2010 In Promoting early reading: Research, resources, and best practices (pp. 164-174). New York: The Guilford Press A discussion of the family component of Early Reading First, ways to engage parents, enhance their skills, and make them partners of the educators to provide enhanced literacy experiences for their children	Other