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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Hamre, Bridget [remove];
32 results found.|
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Aligning measures of quality with professional development goals and goals for children's development Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children |
Other
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Best practices for conducting program observations as part of quality rating and improvement systems A discussion of considerations for the use of program observation as part of quality rating and improvement systems, including issues related to measurement selection, planning and conducting observations, and scoring and reporting |
Fact Sheets & Briefs
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Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms An assessment of the extent to which the Classroom Assessment Scoring System (CLASS) Framework, a theoretical model of classroom practice, can be applied to a broad spectrum of early childhood and elementary settings, based on data from four large-scale national research projects conducted from 1998 to 2005 in over 4,000 preschool to fifth grade classrooms |
Reports & Papers
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties |
Reports & Papers
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Classroom Assessment Scoring System Pre-K |
Instruments
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Classroom Assessment Scoring System: Toddler Version |
Instruments
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Depression in nonfamilial caregivers of young children: Prevalence and associations with caregiver behavior in child care settings A study examining the prevalence of depressive symptoms among non relative caregivers of young children, and the association between caregivers' symptoms and the quality of their interactions with children in various child care settings |
Reports & Papers
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Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms Results from the first year of a 2-year study of the effects of personal consultations, provided through the internet, on teacher-child interactions in a randomly-assigned experimental group of 61 preschool classrooms in which the teachers received web-based consultation and access to videos through the MyTeachingPartner (MTP) program and a control group with access to the video materials but not to the consultations, and a comparison of the consultation’s influence in classrooms of different sizes, poverty levels, and levels of student literacy |
Reports & Papers
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Enhancing teachers' intentional use of effective interactions with children: Designing and testing professional development interventions A description of the concept of intentional teaching and examples of its use in professional development programs targeting improvement in teachers' daily interactions with children |
Other
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Ensuring effective teaching in early childhood education through linked professional development systems, quality rating systems and state competencies: The role of research in an evidence-driven system A summary of a symposium on defining and describing early childhood education professional development systems, quality rating systems, and early childhood education competencies, and a discussion of research that can help integrate these systems |
Other
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The feasibility of a common course in early childhood teacher preparation programs A summary of a documentation of the implementation of a standardized early childhood education early literacy teaching practices course and of an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
Fact Sheets & Briefs
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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth An examination of association between the degree of variability in dosage, adherence, and quality of delivery of a supplemental literacy and language development classroom curriculum and children’s growth in language and literacy skills across the preschool year of 154 preschool teachers and 680 children participants enrolled in their classrooms |
Reports & Papers
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Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education A documentation of the implementation of a standardized early childhood education early literacy teaching practices course and an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
Reports & Papers
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Large-scale rater calibration for an observational instrument A summary of an examination of the accuracy of raters trained by the Office of Head Start (OHS) in 2008-2009 on the Classroom Assessment Scoring System (CLASS), based on data from 2,093 raters, and of additional analyses of characteristics that predict their accuracy, based on data for a subsample of 704 of the raters |
Fact Sheets & Briefs
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Learning opportunities in preschool and early elementary classrooms An exploration of environments to promote children’s learning and development, and a presentation of the CLASS Framework for Children’s Learning Opportunities for the understanding of children’s early educational experiences |
Other
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Matching Funds for Retention Incentives for early care and education staff: Evaluation: Year one progress report 2001-2002 A brief on the progress and early outcome findings of a three-year evaluation of First 5 California Children and Families Commission's Matching |
Fact Sheets & Briefs
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Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills A study of the relationships between common measures of quality in prekindergarten programs and children’s academic, language, and social outcomes |
Reports & Papers
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Measuring problem behaviors in young children An examination of the ability of items located on the Child Behavior Checklist/1-5 to provide reasonable indicators of the seven first-order behavioral dimensions measured by this instrument, based on data from a national sample of 1,097 typically developing 2-year-olds |
Reports & Papers
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Measuring the quality of environmental supports for young children's social and emotional competence An inventory of current measures of environmental supports for social and emotional competence (ESSEC) in child care and early education programs, and a recommendation of measurable indicators of the quality of ESSEC for children in early childhood programs |
Other
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MTP-LL Implementation Checklist |
Instruments
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Program evaluation: Matching Funds for Retention Incentives for early care and education staff: Year II progress report: 2002-2003: (Executive summary) A summary of research findings from an evaluation of ten models developed to improve retention and increase training and professional development of child care staff in California |
Executive Summary
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Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources A comparison of the impacts of both the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and two levels of professional development support through the MyTeachingPartner web site, and both children's social competence and social problems during prekindergarten, and additional examinations of the relationship between both teachers' use and exposure to intervention resources and both children's social competence and social problems, based on data from 233 teachers' reports of the behavior of 980 children in their classrooms |
Reports & Papers
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Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms An investigation of the quality and content of children’s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study |
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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils An examination of the quality of language and literacy instruction, a search for predictors of high-quality instruction, and an exploration of the association between teachers’ procedural fidelity and quality instruction, in 135 publicly funded preschool classrooms serving at-risk pupils |
Reports & Papers
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Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration An examination of the accuracy of raters trained by the Office of Head Start (OHS) in 2008-2009 on the Classroom Assessment Scoring System (CLASS), based on data from 2,093 raters, and additional analyses of characteristics that predict their accuracy, based on data for a subsample of 704 of the raters |
Reports & Papers
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