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22 results found.

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1.

Place and race matter: Head Start and CCDBG access by race, ethnicity, and location
Schmit, Stephanie, 14 December, 2016
Washington, DC: Center for Law and Social Policy

This webinar provides overviews of reports regarding disparities in access to Head Start and Child Care Development Block Grant (CCDBG) funded programs among young children based on their location and race/ethnicity. Presenters also share data on neighborhood-level access to Head Start for eligible children, as well as policy implications.

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2.

Finding and exploring existing large-scale data to study early care and education among Hispanics
Lopez, Michael, 13 October, 2016
New York: Child Care & Early Education Research Connections

This webinar, held on October 13, 2016, was hosted by Research Connections and the National Research Center on Hispanic Children and Families and was intended to help researchers learn about several new early care and education data resources. The National Research Center on Hispanic Children and Families recently released a series of data briefs and interactive tools to facilitate the access and use of existing, large-scale data sets to examine policy-relevant questions about early care and education use among low-income Hispanic families. The webinar introduced the series of four early care and education data briefs and described data sets that were included; described the use of the interactive tools; and provided two illustrative examples of how to use the briefs and interactive tools to access the most relevant data set(s) that will best help answer researchers' questions.

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3.

The costly consequences of not being socially and behaviorally ready by kindergarten
Lipkowitz, Robyn, 15 September, 2016
Denver, CO: National Conference of State Legislatures

This webinar presents research findings from a study on the consequences that can occur when school readiness skills are lacking in the area of social-behavioral development. These consequences include grade retention, suspensions/expulsions, and receipt of support services. Presenters from Colorado discuss solutions, strategies, and policy options designed to promote readiness skills in young children prior to kindergarten.

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4.

High-quality early learning for dual-language learners: Moving from research to policy to practice
Calderon, Miriam E., 08 September, 2016
Fairfax, VA: National Center on Early Childhood Quality Assurance

This webinar discusses approaches to early learning development standards designed to better serve children who are dual-language learners. Presenters from three states (Washington, California, and South Carolina) share efforts to improve program standards, assessment design and implementation, and professional development.

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5.

The American Indian and Alaska Native Head Start Family and Child Experiences Survey: Study progress and selected findings from the first national study of Tribal Head Start programs
Godfrey, Angie, September, 2016
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation

This webinar provides a brief overview of the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES), including study planning, design, and features. Initial findings based on child assessments, parent surveys, and teacher reports are presented from the Fall 2015 data collection, representative of Region XI Head Start programs run by tribal communities.

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6.

Poverty, health, equity, and young children: Making the link between early childhood systems building and poverty reduction
Cardenas-Chaisson, Angelica, 24 March, 2016
Boston: Build Initiative

This webinar examines the role of early childhood and child health policy in supporting families and young children in poverty. Experts from the field of welfare, family, and health policy present research related to poverty risk factors and child development. They also share insights concerning the development of bipartisan solutions for strengthening families, improving child well-being, and reducing child poverty.

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7.

Disparate access: Head Start and CCDBG data by race and ethnicity
Walker, Christina, 10 March, 2016
Washington, DC: Center for Law and Social Policy

This webinar examines Early Head Start/Head Start Preschool state-level data, focusing on race/ethnicity, socio-economic status, and program access for eligible young children under the Child Care and Development Block Grant (CCDBG). In response to states' reported data, panelists from California and Mississippi discuss challenges they face and barriers to program access, along with plans to address these issues moving forward.

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8.

Supporting children's social and emotional needs and reducing early childhood expulsions
Poppe, Julie, 19 November, 2015
Denver, CO: National Conference of State Legislatures.

This webinar examines concerns about young children's challenging behavior as well as recent early childhood expulsion data. Presenters share examples of intervention approaches to promote children's social and emotional competence, as well as supports for parents and teachers. Legislative steps, such as the Pre-K Student Discipline Amendment Act of 2015, are discussed along with other jurisdictional policies to reduce suspensions and expulsions from publicly-funded child care.

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9.

Building educators' understanding of early mathematics to promote students' later mathematics success
Perry, Rebecca, 22 October, 2015
San Francisco: Regional Educational Laboratory West

This webinar provides an overview of five evidence-based recommendations for early math instruction for children 3-6 years old, developed in conjection with and addressed in the Institute of Educational Studies' Teaching Math to Young Children practice guide. Recommendations focus on early math content areas and the integration of math into early childhood education. Presenters also discuss the alignment of the practice guide with Common Core State Standards in Mathematics.

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10.

Working together: Successful strategies to build strong collaborations across early childhood programs
Stanton, Christy, 15 October, 2015
Washington, DC: U.S. Administration for Children and Families

This webinar explores strategies to create productive cross-program partnerships among services for children and families in four tribal communities: White Earth Nation, Minnesota; Pueblo of San Felipe, New Mexico; Choctaw Nation, Oklahoma; and Confederated Salish and Kootenai Tribes, Montana. Tribal Home Visiting Program grantees share examples of successful collaboration of partnerships across Head Start and Early Head Start, child care, and home visiting programs in tribal communities within the Tribal Early Learning Initiative (TELI). Presenters discuss key themes which have emerged as part of the TELI which include building deeper relationships, understanding partners' services, effective collaboration, and processes for developing partnerships.

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11.

Insights on readiness: What states are learning from kindergarten entry assessments
deFosset, Shelley, 15 October, 2015
Washington, DC: Early Learning Challenge Technical Assistance Program.

This webinar discusses the progress of the Race to the Top--Early Learning Challenge states in kindergarten entry assessment (KEA) implementation. National progress is depicted by state implementation stage, state tool usage, and cross-state collaboration. Presenters from Maryland and Washington share insights from their states' efforts to date.

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12.

Digging into the NSECE: Exploiting the potential of the household and provider data from the National Survey of Early Care and Education (NSECE): Age of child in the NSECE
Milesi, Carolina, July, 2015
New York: Child Care & Early Education Research Connections

This video presentation examines both definition distinctions concerning age of child and types of care used in the National Survey of Early Care and Education (NSECE).

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13.

Improving data infrastructure to recognize Hispanic diversity in the United States
Lopez, Michael, 01 July, 2015
Bethesda, MD: National Research Center on Hispanic Children and Families

This webinar identifies available data elements and discusses how measures can be improved to better reflect Hispanic sub-groups, with implications for researchers and policymakers.

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14.

Untapped potential of comprehensive assessment systems
Caron, Beth, 29 May, 2015
Washington, DC: Early Learning Challenge Technical Assistance Program.

This webinar identifies key elements of a comprehensive birth-3rd grade assessment system and the benefits of creating more systematic and comprehensive systems. It provides examples of states' strategies to improve the data collection and use practices related to various federally-funded initiatives. The discussion centers on tools and strategies to support states' implementation efforts, as well as stakeholder challenges. Details of the June 2015 National Working Meeting on Early Learning Assessment are provided.

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15.

Cultivating soft skills for workforce development: Early childhood initiatives
Race, Al, 05 March, 2015
St. Louis, MO: Federal Reserve Bank of St. Louis

This webinar discusses social and emotional skills, particularly executive function skills, and the benefits of and opportunities for skill building in early childhood. Presenters address the economic benefits of investing in the development of these skills, along with relevant initiatives and evidence-based program implementation in the state of Colorado.

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16.

Using assessments to improve transitions to kindergarten
Helsel, Fiona, 19 November, 2014
Portland, OR: Regional Educational Laboratory Northwest

This webinar discusses the integration of kindergarten entry assessments (KEAs) into a comprehensive data system, as well as the potential use of KEA data to inform teaching practices. Presenters from North Carolina and Nevada share how their states are designing KEAs as part of a comprehensive B-3 assessment system.

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17.

Young immigrants and dual language learners: Participation in pre-K & gaps at kindergarten entry
Connors-Tadros, Lori, 13 November, 2014
New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

This webinar examines pre-kindergarten participation rates of young immigrants and dual language learners (DLLs) in relation to gaps in school readiness, in both academic and social-emotional domains. Discussion then focuses on access to quality by language and immigrant background. Percentages of specific DLL state policies are highlighted. Finally, recommendations for policy and practice are presented.

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18.

Birth to 5: Watch Me Thrive!: Developmental and behavioral screening and support
Kavulic, Christy L., 21 May, 2014
Washington, DC: U.S. Department of Health and Human Services

This webinar features three presentations on the topic of developmental and behavioral screening and support. The first presentation is an overview of Birth to 5: Watch Me Thrive!, an initiative to promote awareness of child development and the importance of early screening, referral, and follow-up. It discusses the coordination of stakeholders and their role in the screening process and relates information on user guides and toolkit resources. The second presentation provides an overview of New York's cross-system outreach campaign in promoting developmental screening. The third presentation discusses Wisconsin's Project LAUNCH, focusing on collaboration with parents/providers to create best practices related to the implementation of the Ages and Stages Questionnaire-3 (ASQ-3).

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19.

Development of the CECER-DLL Parent and Teacher Questionnaires: New tools for characterizing preschool DLLs' experiences
Gillanders, Cristina, 12 March, 2014
New York: Child Care & Early Education Research Connections

CECER-DLL (Center for Early Care and Education Research-Dual Language Learners) has developed parent and teacher questionnaires to document the characteristics of Dual Language Learners (DLLs), their families, and their classrooms, as well as DLLs' experiences with their two languages. This webinar presents: the content of questionnaires, the process used to develop them, preliminary findings from a validation study, and the next steps in the development process.

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20.

Child care decision-making: Emerging findings and policy implications
Forry, Nicole D., 18 February, 2014
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation

Many factors influence parents' child care decision-making process and choices. Based on the recently-published Child Care Decision-Making Literature Review sponsored by the Office of Planning, Research and Evaluation and produced by Child Trends and co-authors from George Mason University and the Urban Institute, presenters during this webinar highlight key findings, policies, and research related to parents' process, preferences, and priorities in making child care decisions, and constraints and facilitators to selecting preferred care arrangements for families, with a special emphasis on immigrant families and families of children with special needs.

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21.

What does the research tell us about dual language learners?
Castro, Dina C., 31 October, 2011
New York: Child Care & Early Education Research Connections

This webinar presents an overview of the research activities of the Center for Early Care and Education Research-Dual Language Learners (CECER-DLL) project. Issues addressed include the improvement of the assessment and measurement of young children who are dual language learners as well as the improvement of child care and early education practices, programs, and policies in the service of this population.

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22.

Child Care and Development Fund: Final rule: Overview for tribes
Smith, Linda K.,
Washington, DC: U.S. Office of Child Care

This webinar provides an overview of final regulations related to tribal policies and the Child Care and Development Block Grant Act of 2014. Focus is on four topical areas of child care: health and safety, parent and consumer education, access to high-quality child care, and enhanced quality of child care and the early childhood workforce.

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