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15 results found.

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1.

ACET Collaborative Team (ACT) project: Final evaluation report: November 2001-October 2003
Henderson, Laura W. ; Rickman, Dana K. ; Gordon, Craig S.; et al. , 2003
Atlanta: Georgia State University, Health Policy Center.

A presentation of findings from the final report on the Advancing Careers through Education and Training (ACET) Collaborative Team (ACT) Project, using information from a survey of 268 child care teachers and directors who received technical assistance through the program

Reports & Papers

2.

ACET Collaborative Team (ACT) project: Final evaluation report: November 2001-October 2003 [Executive summary]
Henderson, Laura W. ; Rickman, Dana K. ; Gordon, Craig S.; et al. , 2003
Atlanta: Georgia State University, Health Policy Center.

A summary of a presentation of findings from the final report on the Advancing Careers through Education and Training (ACET) Collaborative Team (ACT) Project

Executive Summary

*
3.

Attitudes toward the employment of mothers of preschoolers: Implications for child care
Henderson, Laura W. ; Birdsall, William C. ; Lee, Valerie E. , 1993
Child & Youth Care Forum, 2(1), 23-42

A discussion of attitudes towards maternal employment, child care and implications on policy

Reports & Papers

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4.

Development Profile II
Meisels, Samuel J. ; Marsden, Dorothea ; Wiske, Martha S.; et al. , 1997
Ann Arbor, MI: Rebus

Instruments

5.

Early Screening Inventory (Kindergarten, Rev.)
Meisels, Samuel J. ; Marsden, Dorothea ; Wiske, Martha S.; et al. , 1997
Ann Arbor, MI: Rebus

Instruments

6.

Early Screening Inventory (Preschool, Rev.)
Meisels, Samuel J. ; Marsden, Dorothea ; Wiske, Martha S.; et al. , 1997
Ann Arbor, MI: Rebus

Instruments

7.

An evaluation of the implementation of Georgia's pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03)
Henry, Gary T. ; Ponder, Bentley D. ; Rickman, Dana K.; et al. , 2004
Atlanta: Georgia State University, School of Policy Studies.

An assessment of the extent to which differences in implementation of Georgia full day, publicly subsidized Pre-K affects the development of enrolled four-year-olds

Reports & Papers

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8.

An evaluation of the implementation of Georgia's pre-k program: Report of the findings from the Georgia Early Childhood Study (2002-03) [Executive summary]
Henry, Gary T. ; Ponder, Bentley D. ; Rickman, Dana K.; et al. , 2004
Atlanta: Georgia State University, School of Policy Studies.

A summary of the extent to which differences in the way Pre-K is implemented affect children’s development based on findings of the Georgia Early Childhood Study of 2002-03

Executive Summary

9.

The Georgia Early Childhood Study: 2001-2004: Final report
Henry, Gary T. ; Rickman, Dana K. ; Ponder, Bentley D.; et al. , 2005
Atlanta: Georgia State University, School of Policy Studies.

A study evaluating the social, language, physical, and cognitive development of the state's children from preschool to first grade in Georgia between 2001 and 2004

Reports & Papers

10.

The Georgia Early Childhood Study: 2001-2004: Final report [Executive summary]
Henry, Gary T. ; Rickman, Dana K. ; Ponder, Bentley D.; et al. , 2005
Atlanta: Georgia State University, School of Policy Studies.

A summary of a study evaluating the social, language, physical, and cognitive development of the state's children from preschool to first grade in Georgia between 2001 and 2004

Executive Summary

11.

Georgia Pre-k Longitudinal Study: Final report 1996-2001
Henry, Gary T. ; Gordon, Craig S. ; Henderson, Laura W.; et al.
Atlanta: Georgia State University, School of Policy Studies.

A longitudinal study of the progress of Georgia’s prekindergarten program participants during their primary school years up to the third grade, and an examination of the relationship between the types and quality of prekindergarten services and children’s primary school success, focusing on teacher qualifications, beliefs, and type of curriculum, based on a sample of 3,639 participants in Georgia's prekindergarten programs

Reports & Papers

12.

Georgia Pre-k Longitudinal Study: Final report 1996-2001 [Executive summary]
Henry, Gary T. ; Gordon, Craig S. ; Henderson, Laura W.; et al.
Atlanta, GA: Georgia State University, School of Policy Studies.

A summary of a longitudinal study of the progress of Georgia’s prekindergarten program participants during their primary school years up to the third grade, and an examination of the relationship between the types and quality of prekindergarten services and children’s primary school success, focusing on teacher qualifications, beliefs, and type of curriculum, based on a sample of 3,639 participants in Georgia's prekindergarten programs

Executive Summary

13.

Prekindergarten Longitudinal Study: 1997-1998 school year: Annual report
Henderson, Laura W. ; Basile, Kathleen C. ; Henry, Gary T. , 1999
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

A 2nd year report on the longitudinal study of the Georgia Prekindergarten Program including analyses of information gathered on the students followed from the first year of the study, the parents of the students in the study, and the classrooms, teachers and school administrators involved in the current year of study

Reports & Papers

14.

Report of the findings from the Early Childhood Study: 2001-02
Henry, Gary T. ; Henderson, Laura W. ; Ponder, Bentley D.; et al. , 2003
Atlanta: Georgia State University, School of Policy Studies

A study of the development of young children attending private and state-funded preschool programs under Georgia's prekindergarten initiative

Reports & Papers

15.

Report of the findings from the Early Childhood Study: 2001-02 [Executive Summary]
Henry, Gary T. ; Henderson, Laura W. ; Ponder, Bentley D.; et al. , 2003
Atlanta: Georgia State University, School of Policy Studies.

A summary of a study of the development of young children attending private and state-funded preschool programs under Georgia's prekindergarten initiative

Executive Summary

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