Browse the Collection

RC Produced by Research Connections
* Peer Reviewed Journal

16 results found.

Select Citation
Result
Resource Type
1.

Evaluation findings from Georgia's 2010 pre-k summer transition program
Maxwell, Kelly; Kraus, Syndee; Ponder, Bentley D.; et al., June, 2011
Atlanta, GA: Bright From the Start.

Findings from a study of a six-week summer extension of Georgia public prekindergarten to support children's transition to kindergarten that examines children's development, classroom quality, and staff perceptions, based on pre- and posttest measures of children's development, classroom observations, and teacher and transition coach surveys

Reports & Papers

get fulltext

2.

Evaluation findings from Georgia's 2011 pre-k summer transition program
Maxwell, Kelly; Kraus, Syndee; Ponder, Bentley D.; et al., 16 May, 2012
Atlanta, GA: Bright From the Start.

Findings from a study of a six-week summer extension of Georgia public prekindergarten to support children's transition to kindergarten that examines children's development and staff perceptions, based on pre- and post-test measures of children's development and on teacher and transition coach surveys

Reports & Papers

get fulltext

3.

Evaluation findings from Georgia's 2012 pre-k summer transition program
Maxwell, Kelly; Kraus, Syndee; Ponder, Bentley D.; et al., 03 April, 2013
Atlanta, GA: Bright From the Start.

Findings from a study of a six-week summer extension of Georgia public prekindergarten to support children's transition to kindergarten that examines children's development, based on pre- and post-test measures of children's development

Reports & Papers

get fulltext

4.

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.; Henderson, Laura W.; Ponder, Bentley D.; 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

5.

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.; Henderson, Laura W.; Ponder, Bentley D.; 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

6.

Evaluation of the pre-k summer readiness pilot program
Ponder, Bentley D.; Henry, Gary T.; Rickman, Dana K.; et al., November, 2004
Atlanta: Georgia State University, Andrew Young School of Policy Studies.

An evaluation of the prekindergarten (Pre-K) summer enrichment pilot program for children in high poverty areas in metro Atlanta

Reports & Papers

get fulltext

7.

Georgia CCDF Evaluation Project
Ponder, Bentley D.; Pendergast Dean, Meghan; O'Callaghan, Rob; et al., 2017
Bright From the Start

The goal of GCEP is to gauge the effectiveness of select policies, programs, and services outlined in the State Plan, as developed by the Georgia Department of Early Care and Learning (DECAL), the lead agency for CCDF in Georgia, and its partners. DECAL will use the CCDBG Implementation Research and Evaluation Planning Grant to create a research agenda to help ensure that Georgia's low-income families (eligible for subsidized child care) have access to high-quality early care and education services. GCEP includes two phases, the first of which is funded by this current grant opportunity. (Phase II may be funded by subsequent grant opportunities.) Phase I focuses on four objectives to: 1) develop a coherent research agenda for Georgia's CCDF plan; 2) use administrative data to conduct preliminary research and data analyses on select CCDF goals; 3) implement specific process evaluations of key CCDF initiatives; and 4) plan for a large-scale, rigorous CCDF evaluation that will measure the impact of CCDF policies and programs on access to high-quality child care. The proposed project will work to identify the best methods to evaluate how effective Georgia's new CCDF initiatives are in meeting critical CCDF program priorities and Georgia's overarching goal of increasing access to high-quality child care for children receiving child care subsidies.

Administration for Children and Families/OPRE Projects

get fulltext

8.

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

9.

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

10.

Georgia Pre-k Longitudinal Study: Final report 1996-2001
Henry, Gary T.; Henderson, Laura W.; Ponder, Bentley D.; 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

11.

Georgia Pre-k Longitudinal Study: Final report 1996-2001 [Executive summary]
Henry, Gary T.; Henderson, Laura W.; Ponder, Bentley D.; 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

*
12.

Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models
Early, Diane Marie; Ponder, Bentley D.; Pan, Yi; et al., Q1 2017
Early Childhood Research Quarterly, 38, 57-70

The effectiveness of two professional development interventions, each designed to strengthen teacher-child interactions in preschool classrooms, was tested using a teacher-level randomized controlled trial. Georgia's Pre-K teachers (n = 486 in 336 schools/centers) were randomly selected from specified regions and randomly assigned to one of three conditions: 1) Making the Most of Classroom Interactions (MMCI), a cohort-model where small groups of teachers met for five days of instruction and support; 2) My Teaching Partner (MTP), in which teachers worked one-on-one with a coach using cycles of videotaped observations of teaching, review, and feedback; or 3) control. Each participating teacher received a Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) visit before and after the intervention from a trained, independent, blinded observer. Posttest scores were estimated as a linear function of condition and pretest score, using 2-level hierarchical linear models (HLMs). Findings indicated MMCI resulted in significantly higher posttest scores on Emotional Support and Instructional Support, and marginally higher posttest scores on Classroom Organization, as compared to controls. MTP resulted in significantly higher scores on Emotional Support. Findings are discussed in terms of implications for large-scale interventions to improve teacher-child interactions in early childhood programs. (author abstract)

Reports & Papers

get fulltext

13.

Pre-k Longitudinal Study: Findings from the 1999-2000 school year
Henry, Gary T.; Mashburn, Andrew J.; Ponder, Bentley D.; et al., 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

14.

Pre-k Longitudinal Study: Findings from the 1999-2000 school year [Executive summary]
Henry, Gary T.; Mashburn, Andrew J.; Ponder, Bentley D.; et al., 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

15.

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

16.

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

Select Citation

Search Feedback