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Current Filters: Author:Ramey, Craig T. [remove]; Classification:Children & Child Development [remove];

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			The Abecedarians approach to social competence: Cognitive and linguistic intervention for disadvantaged preschoolers Ramey, Craig T., 1982 In K. Borman (Ed.), The social life of children in a changing society (pp. 145-174). Hillsdale, NJ: Lawrence Erlbaum Associates A description of the educational environment set up for the disadvantaged preschooler by the Carolina Abecedarian Project to aid achievement of educational competence	Reports & Papers
			Allegiances or attachments: Relationships among infants and their daycare teachers Farran, Dale, 1984 In R. Ainslie (Ed.), The child and the daycare setting: Qualitative variations and development (pp. 133-158). New York: Praeger Publishers A study of infants� social interactions and relationships with alternative caregivers in child care	Reports & Papers
			An analysis of the effectiveness of early intervention programs for high-risk children Bryant, Donna M., 1987 In M.J. Guralnick & F.C. Bennett (Eds.), Effectiveness of early intervention for at-risk and handicapped children (pp. 33-78). New York: Academic Press A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families	Other
			The AppleTree approach to school readiness: A case study using a longitudinal population-referenced evaluation approach Ramey, Craig T., 2010 Washington, DC: AppleTree Institute for Education Innovation. Findings from a study of the quality of AppleTree Institute for Education Innovation prekindergarten classrooms, of participants' cognitive development, and of the relationship of participants' cognitive development to years of program participation	Fact Sheets & Briefs
			Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992 Ramey, Craig T., 2004 Ramey, Craig T., James J. Gallagher, Frances A. Campbell, Barbara H. Wasik, and Joseph J. Sparling. CAROLINA ABECEDARIAN PROJECT AND THE CAROLINA APPROACH TO RESPONSIVE EDUCATION (CARE), 1972-1992 [Computer file]. ICPSR version. Chapel Hill, NC: University of North Carolina [producer], 2002. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2004.	Data Sets
			Child health and academic achievement among former Head Start children Spernak, Stephanie M., October 2006 Children and Youth Services Review, 28(10), 1251-1261 A longitudinal analysis of the impact of general and mental health status on the academic achievement scores of former Head Start students in kindergarten and third grade	Reports & Papers
			Children at risk: Identification and intervention Ramey, Craig T., 1980 Children Today, 9(6), 12-16 A discussion of three longitudinal studies exploring demographics and family predictors of developmental disabilities and the impact of early intervention programs on preventing developmental disabilities	Other
			Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention Campbell, Frances A., 1995 American Educational Research Journal, 32(4), 743-772 A study of the long-term positive cognitive and social outcomes of low-income, primarily African American, adolescents in an early childhood educational intervention program	Reports & Papers
			Compensatory education for disadvantaged children Ramey, Craig T., 1982 In J. Belsky (Ed.), In the beginning: Readings in infancy (pp. 259-269). New York: Columbia University Press A review of the early intervention program, the Carolina Abecedarian Project, regarding the social and intellectual development of low-income, predominately African American students	Reports & Papers
			Consequences of infant daycare Ramey, Craig T., 1981 In Infants and their social environments (pp. 65-76). Washington, DC: NAEYC Press An overview on the proper care of infants and toddlers in center-based child care settings	Reports & Papers
			The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment Campbell, Frances A., 2001 Developmental Psychology, 37(2), 231-242 An examination of the effects of an early educational intervention on patterns of cognitive and academic development among 111 poor, minority children using data collected in intervals between the ages of 3 and 21	Reports & Papers
			Disadvantaged single teenage mothers and their children: Consequences of free educational day care Campbell, Frances A., 1986 Family Relations, 35(1), 63-68 A longitudinal study of the effects of free educational child care support systems on the lives of teenage mothers and the cognitive ability of infants	Reports & Papers
			Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year Burchinal, Margaret, 1992 Early Childhood Research Quarterly, 7(2), 383-396 A longitudinal study on the impact of non maternal child care on mother-child relationships and infants� insecure maternal attachments	Reports & Papers
			Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample Pungello, Elizabeth Puhn, January/February 2010 Child Development, 81(1), 410-426 An examination effects of the Abecedarian study and the CARE study, two randomized trials of early intervention, on young adult outcomes and an examination of the possible mediators of early cumulative risk and the early home environment in a sample of 139 young adults at age 21, from high-risk families enrolled as infants	Reports & Papers
			Early educational interventions: Principles of effective and sustained benefits from targeted early education programs Ramey, Sharon L., 2006 In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 445-459). New York: Guilford Press A summary of research findings, from the mid 1960s to date, on the effects of early educational interventions on the language and cognitive outcomes and later educational achievement of at risk preschool children	Other
			Early intervention and long-term predictors of school status Ramey, Craig T., 1992 In New directions in child and family research: Shaping Head Start in the 90s: The First Head Start National Research Conference, June 24-26, 1991: Summary of conference proceedings (pp. 170-174). Washington, DC: U.S. Administration on Children, Youth, and Families A longitudinal study of the effects of early intervention education for at-risk children beginning in infancy on long term schooling, using data from the Carolina Abecedarian Project	Reports & Papers
			Early intervention and mediating processes in cognitive performance of children of low-income African American families Burchinal, Margaret, 1997 Child Development, 68(5), 935-954 A longitudinal study of the importance of the relationship among better cognitive performance, early intervention child care and responsive stimulating family care on low income African American children	Reports & Papers
			Early intervention for high-risk children: The Carolina early intervention program Ramey, Craig T., 1990 Prevention in Human Services, 7(1), 33-57	Reports & Papers
			Early learning and school readiness: Can early intervention make a difference? Ramey, Craig T., 2004 Merrill-Palmer Quarterly, 50(4), 471-491 A longitudinal study investigating whether exposing low income, at risk children to high quality early childhood education can encourage cognitive development, school readiness, and long term academic achievement	Other
			Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families Campbell, Frances A., 1994 Child Development, 65(2), 684-698 A follow-up study of a study on the impact of an early intervention program for children from socioeconomically disadvantaged families	Reports & Papers
			Effects of repeated assessment on standardized test performance by infants Haskins, Ron, 1978 American Journal of Mental Deficiency, 83(3), 233-239 A study of the effects of repeated standardized testing on infants� performance that secondarily measured the impact of maternal presence and involvement in the testing process; 35 infant-mother dyads were tested at three-month intervals over a three year period	Reports & Papers
			Enhancing the life course for high-risk children: Results from the Abecedarian Project Ramey, Craig T., 1998 In Social programs that really work (pp. 163-183). New York: Russell Sage Foundation An investigation into the effectiveness of participation in an early childhood program in the improvement of outcomes of at-risk children, based on findings from the longitudinal Abecedarian Project	Reports & Papers
			Evidence for the need to reform the Bayley Scales of Infant Development based on the performance of a population-based sample of 12-month-old infants Campbell, Susan, 1986 Topics in Early Childhood Special Education, 6(2), 83-96 Criticism of the Bayley Scales of Infant Development and a study of their validity in measuring cognitive and motor performance in infants	Reports & Papers
			Family support in the home: Programs, policy and social change Roberts, Richard N., 1991 American Psychologist, 46(2), 131-137 A discussion of research and policy on home visiting parent support programs and their potential benefits for families	Reports & Papers
			Fetal malnutrition: An experimental study of its consequences on infant development in two caregiving environments Zeskind, Philip Sanford, 1978 Child Development, 49(4), 1155-1162 A longitudinal study on the impacts of fetal malnutrition and caregiving environments on social and intellectual development in infants from socioeconomically disadvantaged families	Reports & Papers

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