Browse the Collection

RC Produced by Research Connections
* Peer Reviewed Journal

43 results found.

Select Citation
Result
Resource Type
*
1.

Accuracy of teacher judgments of preschoolers' math skills
Kilday, Carolyn R., April, 2012
Journal of Psychoeducational Assessment, 30(2), 148-159

A study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science

Reports & Papers

get fulltext

*
2.

Assessing school readiness: Validity and bias in preschool and kindergarten teachers' ratings
Mashburn, Andrew J., December 2004
Educational Measurement: Issues and Practice, 23(4), 16-30

An examination of how preschool and kindergarten teachers' rate their students in terms of school readiness, academic skills, and communication skills and a comparison of these ratings with direct assessments of the children's skills

Reports & Papers

get fulltext

3.

Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms
Hamre, Bridget, 2007
New York: Foundation for Child Development.

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

get fulltext

*
4.

A comprehensive examination of preschool teachers' implementation fidelity when using a supplemental language and literacy curriculum
Piasta, Shayne B., October, 2015
Child & Youth Care Forum, 44(5), 731-755

Recent curriculum studies raise a number of questions concerning teachers' implementation fidelity, including the extent to which fidelity to multiple curriculum components is achieved and measured and the extent to which fidelity serves as a mechanism for impacting children's learning. Objective Within the context of a language and literacy curriculum supplement designed for use at scale, we investigated (1) teachers' fidelity across the multiple dimensions identified in the literature (e.g., Dane and Schneider in Clin Psychol Rev 18(1):23-45, 1998) and interrelations among these dimensions and (2) associations between measures of fidelity and the language and literacy gains made by children. Method We examined the fidelity of 74 preschool teachers implementing Read It Again!. Multiple measures of adherence, exposure, quality of delivery, and participant responsiveness were collected across the year of implementation, and children's (n = 295) language and literacy gains were directly measured. Results Descriptive statistics demonstrated generally high implementation fidelity across all dimensions. Correlational analyses showed few interrelations among fidelity measures and few associations with child gains. Conclusions Findings suggest that teachers can exhibit fidelity to multi-componential language and literacy curricula designed for wide-scale use. Findings also support fidelity as a multidimensional construct and suggest that researchers utilize multiple measures to capture both within- and between-teacher variation in fidelity, while also pursuing additional studies to better understand the measurement and functioning of fidelity to inform future work. (author abstract)

Reports & Papers

get fulltext

*
5.

Consultation for teachers and children's language and literacy development during pre-kindergarten
Mashburn, Andrew J., October, 2010
Applied Developmental Science, 14(4), 176-196

MyTeachingPartner (MTP) is a teacher professional development program designed to improve the quality of teacher-child interactions in pre-kindergarten classrooms and children's language and literacy development. The program includes language/literacy activities and two Web-based resources--video exemplars of effective interactions and individualized consultation--designed to support teachers' high quality implementation of these activities. This study examined the impacts of the MTP Web-based resources on the language and literacy development of 1,165 children during pre-kindergarten. Children whose teachers were randomly assigned to receive access to both the video exemplars and participated in consultation (MTP Consultancy n=65) made greater gains in receptive language skills during pre-kindergarten compared to children whose teachers were randomly assigned to receive access to the video exemplars only (MTP Video Library n=69). Further, among MTP Consultancy teachers, more hours of participating in the consultation process was positively associated with children's receptive language development, and more hours implementing the language/literacy activities was positively associated with children's language and literacy development. Implications for improving children's school readiness and promoting teachers' participation in professional development programs are discussed. (author abstract)

Reports & Papers

get fulltext

*
6.

Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms
Pianta, Robert C., Q4 2008
Early Childhood Research Quarterly, 23(4), 431-451

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

get fulltext

*
7.

Effects of web-mediated teacher professional development on the language and literacy skills of children enrolled in prekindergarten programs
Downer, Jason T., 2011
NHSA Dialog, 14(4), 189-212

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during prekindergarten for 1,338 children in 161 teachers' classrooms. High levels of support for teachers' implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children's literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. (author abstract)

Reports & Papers

get fulltext

*
8.

Evaluating the validity of classroom observations in the Head Start Designation Renewal System
Mashburn, Andrew J., January-March 2017
Educational Psychologist, 52(1), 38-49

Classroom observations are increasingly common in education policies as a means to assess the quality of teachers and/or education programs for purposes of making high-stakes decisions. This article considers one policy, the Head Start Designation Renewal System (DRS), which involves classroom observations to assess the quality of Head Start programs in order to decide whether their funding is renewed. This article applies an argument-based approach for evaluating the validity of observational assessments that (a) explicates assumptions that underlie the presumed logic, leading from the collection of scores from observations of Head Start classrooms, to the inference that scores assess the quality of Head Start programs, to the decision to renew funding to Head Start programs, and (b) summarizes evidence that speaks to the plausibility of each assumption. There was limited evidence to support the plausibility of many assumptions, including those pertaining to score generalizability, predictive validity, and the cutoff scores set as minimum standards of quality. Implications for improving the validity of classroom observations and the accuracy and fairness of decisions in the Head Start DRS are discussed. (author abstract)

Other

get fulltext

9.

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., 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

get fulltext

10.

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., 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

*
11.

Family-school connectedness and children's early social development
Serpell, Zewelanji Natashya, February, 2012
Social Development, 21(1), 21-46

An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers

Reports & Papers

get fulltext

*
12.

Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program
Driscoll, Katherine C., July, 2011
Early Education and Development, 22(4), 593-619

A study of the effect of online or traditional training in the Banking Time socioemotional intervention on both program implementation and teacher-child relationships, based on studies of the classrooms of 252 preschool teachers serving at risk students

Reports & Papers

get fulltext

13.

The Georgia Early Childhood Study: 2001-2004: Final report
Henry, Gary T., 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

get fulltext

14.

The Georgia Early Childhood Study: 2001-2004: Final report [Executive summary]
Henry, Gary T., 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

get fulltext

*
15.

The impacts of a scalable intervention on the language and literacy development of rural pre-kindergartners
Mashburn, Andrew J., January, 2016
Applied Developmental Science, 20(1), 61-78

Read It Again (RIA) is a curriculum for pre-kindergarten (pre-K) classrooms that targets children's development of language and literacy skills. A cluster randomized trial was conducted in which 104 pre-K classrooms in the Appalachian region of the United States were randomly assigned to one of three study conditions: Control (n=30), RIA only (n=35), or RIA with expanded professional development components (n=39). This study tested the impacts of RIA on six measures of children's (n=506) language and literacy development. There was a significant positive impact of RIA on print concepts, and the impacts of RIA on print knowledge and alphabet knowledge were significantly stronger in classrooms with lower-quality literacy instruction. There were no impacts of RIA on children's language development and no impacts of the professional development components. Implications of the findings for implementing scalable, effective strategies to improve key school readiness outcomes for children from economically-disadvantaged backgrounds are discussed. (author abstract)

Reports & Papers

get fulltext

*
16.

Impacts of teacher-child managed whole-group language and literacy instruction on the depth of preschoolers' social interaction
Lin, Tzu-Jung, May, 2017
Early Education and Development, 28(4), 457-474

Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage with all of their classmates regularly may potentially deepen the social depth within a classroom (i.e., the frequency with which children regularly interact with each other). Provision of this type of instruction occurred via teachers' implementation of a whole-class literacy curriculum twice weekly. Participants were 119 preschoolers who received an experimental literacy curriculum in 26 classrooms and 76 children in 17 business-as-usual control classrooms. Condition predicted the strength of children's social interaction, suggesting that children in experimental classrooms had relatively stronger social ties with peers than children in control classrooms. Practice or Policy: The findings suggest that participation in ongoing teacher-child managed whole-group instruction could facilitate stronger social connections among preschool children. (author abstract)

Reports & Papers

get fulltext

*
17.

Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality
Curby, Timothy W., December, 2016
Journal of Psychoeducational Assessment, 34(8), 765-781

When conducting classroom observations, researchers are often confronted with the decision of whether to conduct observations live or by using pre-recorded video. The present study focuses on comparing and contrasting observations of live and video administrations of the Classroom Assessment Scoring System-PreK (CLASS-PreK). Associations between versions, mean differences, reliability, and predictive validity were examined. Results generally indicated high correlations between versions. Video codes were slightly lower on average than live codes. Reliability was generally acceptable in terms of Cronbach's alpha, but multigroup confirmatory factor models suggested some differences between observation types. Finally, CLASS scores based on each observation type indicated some predictive validity of children's academic achievement, but no observation type was uniformly better. The discussion focuses on why the codes might differ and the implications of those differences. (author abstract)

Reports & Papers

get fulltext

*
18.

Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills
Mashburn, Andrew J., May/June 2008
Child Development, 79(3), 732-749

A study of the relationships between common measures of quality in prekindergarten programs and children’s academic, language, and social outcomes

Reports & Papers

get fulltext

*
19.

MTP-LL Implementation Checklist
Justice, Laura M., Q1 2008
Early Childhood Research Quarterly, 23(1), 51-68

Instruments

get fulltext

*
20.

Peer effects in preschool classrooms: Is children's language growth associated with their classmates' skills?
Justice, Laura M., November/December 2011
Child Development, 82(6), 1768-1777

A study of the relationship between individual children's language growth and peer language skills, and a second study of the influence of peer language skills on the language growth of children with different levels of ability, based on data from 338 children enrolled in 49 preschool classrooms

Reports & Papers

get fulltext

*
21.

Peer effects on children’s language achievement during pre-kindergarten
Mashburn, Andrew J., May/June 2009
Child Development, 80(3), 686-702

An inquiry into the role of children’s peer interactions in the acquisition of language skills, based on a subsample of 1,812 children from 453 prekindergarten classrooms in 11 states

Reports & Papers

get fulltext

*
22.

Peer interaction in rural preschool classrooms: Contributions of children's learning-related behaviors, language and literacy skills, and problem behaviors
Lin, Tzu-Jung, Q4 2016
Early Childhood Research Quarterly, 37(4), 106-117

Peer interaction contributes strongly to children's development and learning, but the processes by which peer interaction is shaped in preschool classrooms, particularly classrooms in rural communities, are largely unknown. This study aimed to examine the patterns of peer interaction in rural preschool classrooms as a way to extrapolate how children influence each other in their day-to-day social interaction. Included in this study were 270 preschoolers (Mean age = 53 months, SD = 3.2) from 61 preschool classrooms located in rural communities that primarily served children from low-income families. Results of actor-partner interdependence models demonstrate significant homophily effects of children's learning-related behaviors and language and literacy skills, after accounting for gender and problem behavior homophily. The similarity of learning-related behaviors between a dyad mediated the relationship between their problem behaviors and the frequency of peer interaction. Children's language and literacy skills were similar to the skills of their peers with whom they interacted more often toward the end of the academic year. These findings have implications for understanding and improving peer interaction in rural preschool classrooms. (author abstract)

Reports & Papers

get fulltext

*
23.

Pre-kindergarten teachers' use of transition practices and children's adjustment to kindergarten
LoCasale-Crouch, Jennifer, Q1 2008
Early Childhood Research Quarterly, 23(1), 124-139

An examination of the association between pre-kindergarten teachers' use of transition-to-kindergarten practices and kindergarten teachers' initial perceptions of children's social and academic adjustment to the kindergarten setting, with particular attention to race and socioeconomic status, based on a sample of 722 children from 40 schools in 4 states

Reports & Papers

get fulltext

24.

Pre-k Longitudinal Study: Findings from the 1999-2000 school year
Henry, Gary T., 2001
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

A longitudinal study of Georgia’s Prekindergarten Program assessing the effectiveness of their efforts in preparing four-year olds for school and improving their educational success; this is the fourth year of the study as a sample of 2928 children began their transition from the second grade

Reports & Papers

get fulltext

25.

Pre-k Longitudinal Study: Findings from the 1999-2000 school year [Executive summary]
Henry, Gary T., 2001
Atlanta: Georgia State University, School of Policy Studies, Applied Research Center.

A longitudinal study of Georgia’s Prekindergarten Program assessing the effectiveness of their efforts in preparing four-year olds for school and improving their educational success; this is the fourth year of the study as a sample of 2928 children began their transition from the second grade

Executive Summary

get fulltext

*
26.

Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources
Hamre, Bridget, November, 2012
Early Education and Development, 23(6), 809-832

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

get fulltext

*
27.

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Justice, Laura M., Q1 2008
Early Childhood Research Quarterly, 23(1), 51-68

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

get fulltext

*
28.

Quality thresholds, features, and dosage in early care and education: Methods
Burchinal, Margaret, June, 2016
Monographs of the Society for Research in Child Development, 81(2), 27-45

To address the issues regarding quality thresholds, features, and dosage identified in the literature review, secondary data analyses were conducted using data from eight large-scale ECE research projects. Analyses were conducted in parallel across as many data sets as possible that met our criteria for inclusion in order to identify patterns that were replicated across data sets and across types of center-based ECE (including Head Start, prekindergarten, and community-based child care). All studies included in these analyses focused primarily on children from low-income families. Most studies included only children enrolled in Head Start or public prekindergarten programs, but a few included children in community-based child care. Head Start primarily serves children from low-income families--although the program requires 10% of enrollment to comprise children with special needs, regardless of family income. Most state prekindergarten programs restrict service to or favor the recruitment of children from low-income families. In contrast, community-based child care tends to serve families from a wide variety of socioeconomic backgrounds. (author abstract)

Other

get fulltext

*
29.

Relationships between teachers and preschoolers who are at risk: Contribution of children’s language skills, temperamentally based attributes, and gender
Justice, Laura M., July 2008
Early Education and Development, 19(4), 600-621

A study of the correlations of child shyness, anger, comprehension, and gender to teacher-child closeness and conflict in a sample of 133 preschoolers and their teachers from 16 Head Start or public prekindergarten programs

Reports & Papers

get fulltext

30.

Report of the findings from the Early Childhood Study: 2001-02
Henry, Gary T., 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

31.

Report of the findings from the Early Childhood Study: 2001-02 [Executive Summary]
Henry, Gary T., 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

*
32.

The role of relational and instructional classroom supports in the language development of at-risk preschoolers
Gosse, Carolyn S., January, 2014
Early Education and Development, 25(1), 110-133

The present study examined the extent to which preschool classroom supports-relational support (RS) and instructional support (IS)-are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers' development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy. (author abstract)

Reports & Papers

get fulltext

*
33.

Social relationships and school readiness
Mashburn, Andrew J., 2006
Early Education and Development, 17(1), 151-176

A discussion of child-focused models of readiness, with the presentation of an alternative model of school readiness that stresses the mediating role of children's relational context

Other

get fulltext

*
34.

Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors
Mashburn, Andrew J., 2006
Journal of Psychoeducational Assessment, 24(4), 367-380

An investigation of the effects of teacher and classroom characteristics on their ratings of preschool socioemotional competence using data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003

Reports & Papers

get fulltext

35.

Teacher judgments of preschoolers' math skills
Kilday, Carolyn R.,
Charlottesville: University of Virginia, Center for Advanced Study of Teaching and Learning.

A summary of a study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science

Fact Sheets & Briefs

get fulltext

*
36.

Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs
Early, Diane Marie, March/April 2007
Child Development, 78(2), 558-580

An examination of the connections between preschool teachers' academic degrees and major courses of study and classroom quality and children's academic skills during the year before entering kindergarten, based on data from multiple studies, including the Early Head Start (EHS) Follow-Up, Georgia Early Care Study (GECS), and Head Start Family and Child Experiences Survey (FACES 2003)

Reports & Papers

get fulltext

*
37.

Teachers' perceptions of conflict with young students: Looking beyond problem behaviors
Hamre, Bridget, February, 2008
Social Development, 17(1), 115-136

A study of the correlations between levels of student-teacher conflict, child problem behavior, and child, teacher, and classroom characteristics, based on data collected from 2,282 children, 597 teachers, and 597 classrooms in several states

Reports & Papers

get fulltext

*
38.

Testing for dosage-outcome associations in early care and education
Xue, Yange, June, 2016
Monographs of the Society for Research in Child Development, 81(2), 64-74

In this chapter, we turn to the question of whether there is evidence of an association between children's development and the quantity or dosage of ECE across several large studies. As follow-up to the results summarized in the literature review, it is important to control adequately for selection effects in studying effects of dosage. There is also a need to examine different measures of dosage to see if consistent patterns of findings emerge across different measurement approaches. Accordingly, in this chapter, we will summarize analyses by using more rigorous approaches to controlling for selection than those used in previous research and will adopt several approaches to operationalizing dosage. Again, we are seeking replicated findings, as indicated in this section by similar significant findings across projects in analyses of dosage. (author abstract)

Reports & Papers

get fulltext

*
39.

Testing for quality thresholds and features in early care and education
Burchinal, Margaret, June, 2016
Monographs of the Society for Research in Child Development, 81(2), 46-63

In this chapter, we report on the analyses focusing on both quality thresholds and quality features. First, we address questions about quality thresholds, using two analytic approaches. The analyses ask whether there is evidence suggesting thresholds in the association between a specific quality measure and a specific child outcome. Second, we extend these analyses to ask whether each child outcome is more strongly related to global quality measures or to quality measures that measure teacher-child interactions or quality of instruction in a given content area. The research to date provides the basis for the articulation of two hypotheses related to quality thresholds and features: (1) the quality of ECE is a stronger predictor of residualized gains in child outcomes in classrooms with higher quality than in classrooms with lower quality and (2) more specific measures of quality are stronger predictors of residualized gains in child outcomes than are global measures. We turn now to analyses intended to address these hypotheses by using data from several data sets. (author abstract)

Reports & Papers

40.

Third Grade Follow-Up to the Head Start Impact Study: Final report
Puma, Michael, October, 2012
(OPRE Report 2012-45). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This report presents the findings of a follow-up to the Head Start Impact Study. In an effort to examine longer term effects of both early and late Head Start participation on a variety of children's outcomes, this study compares select grade-school age measures from the original randomized and controlled groups of children through the end of third grade. Findings revealed that, while there were initial benefits from Head Start program participation, by the end of third grade very few impacts were found in either cohort in the areas of cognitive development, social-emotional development, health, or behavior.

Reports & Papers

get fulltext

41.

Third Grade Follow-Up to the Head Start Impact Study: Final report [Executive summary]
Puma, Michael, October, 2012
(OPRE Report 2012-45b). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

Head Start has the ambitious mandate of improving educational and developmental outcomes for children from economically disadvantaged families. Head Start's mandate requires that it meet the needs of the whole child, including the cognitive, social-emotional, and health needs of children, and positively influence the parenting practices of their parents. This study examines the impacts of Head Start on these four domains and whether earlier impacts were sustained into 3rd grade. (author abstract)

Executive Summary

get fulltext

*
42.

Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Burchinal, Margaret, Q2 2010
Early Childhood Research Quarterly, 25(2), 166-176

An examination of the relationship between child care quality and child academic and language skills outcomes of 1129 children from low income families enrolled in 671 prekindergarten classrooms in 11 states from the National Center for Early Development and Learning’s (NCEDL) Multi-State Study of Pre-Kindergarten and the NCEDL/National Institute for Early Education (NIEER) State-Wide Early Education Programs Study

Reports & Papers

get fulltext

*
43.

Use and evaluation of web-based professional development services across participant levels of support
Whitaker, Steve, June, 2007
Early Childhood Education Journal, 34(6), 379-386

When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels of support to teachers, and each participant's involvement in the project varies in terms of assigned level, frequency of logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs and teacher survey responses, to describe the relationship between teachers' perceptions of support, their specific project interactions, and the level of service they receive. We explored ways that a large-scale professional development project such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support. (author abstract)

Reports & Papers

get fulltext

Select Citation

Search Feedback