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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove]; State:NEW YORK [remove]; Classification:Child Development & School Readiness [remove];
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Alphabet knowledge in preschool: A Rasch model analysis An examination of the dimensions of the alphabet knowledge construct and the relative difficulty of different alphabet knowledge tasks--uppercase letter recognition, names, and sounds, and lowercase letter names--within a sample of 335 children recruited from 15 child care and preschool facilities in Fort Wayne, Memphis, and New York City |
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Community Place 2011-12 after school program: Data summary A study of changes in the socioemotional competencies of students participating in after school programs in Rochester, New York, during the 2011-2012 school year, based on teacher reports for 180 students |
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Partners in Family Child Care 2008-2011 summary report A study of implementation activities, services, family engagement, provider readiness to change, program quality, and child developmental outcomes in Partners in Family Child Care, a 10-month home visiting program in Rochester, New York, to increase the quality of family child care and improve child early literacy and socioemotional outcomes, based on provider and home visitor surveys, provider observations, and child assessments |
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Print books vs. e-books: Comparing parent-child co-reading on print, basic, and enhanced e-book platforms A study of variations in interactions, engagement, and child story comprehension in parent-child co-reading across print book, basic e-book, and enhanced e-book formats, based on observations of 32 parent-child pairs reading a print book and either its basic e-book or enhanced e-book counterpart |
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Rochester Early Childhood Assessment Partnership: 2011-2012 fifteenth annual report A study of classroom quality, parents' involvement, and changes in children's academic, socioemotional, and motor development in early childhood programs in Rochester, New York, based on more than 1,500 parent surveys, 2,000 teacher reports, and 90 classroom observations |
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Teachers' emotional support consistency predicts children's achievement gains and social skills A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms |
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