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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; State:OHIO [remove]; Classification:Child Development & School Readiness [remove];
42 results found.|
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
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Child care quality study: The impact of Head Start partnership on child care quality: Final report An examination of the influence of Head Start and child care provider partnerships on children’s outcomes and the quality of services provided, based on assessments of more that 600 children and surveys and observations of more than 200 child care centers and family child care providers in Ohio |
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
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Chronic conditions, functional limitations, and special health care needs of school-aged children born with extremely low-birth-weight in the 1990s An follow-up examination of the effects of developmental, neurosensory, and medical conditions and their associated functional limitations on the special health care needs of school-aged children born with a low birth weight, based on a sample of 395 children in Cleveland, Ohio |
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Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research? An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness |
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Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors A study of the relationship between preschool teachers' explicit print instruction during shared reading and children's language abilities, and a second study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio |
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Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks |
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Early Learning Initiative program report: State fiscal year 2007 Findings from the annual report of the 2007 fiscal year on the participation in Ohio’s Early Learning Initiative (ELI) and its influence on children’s health, learning, and developmental outcomes |
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Early Learning Initiative program report: State fiscal year 2008 Findings from the annual report of the 2008 fiscal year on the particpation in Ohio’s Early Learning Initiative (ELI) and its influence on children’s health, learning, and developmental outcomes |
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Effectiveness of comprehensive professional development for teachers of at-risk preschoolers An investigation into the effect of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Preschool Early Language and Literacy Training professional development intervention coupled with 4 combinations of mentoring and electronic or written feedback on teachers’ promotion of at-risk children’s development of early language and emergent literacy skills, based on samples of 262 early childhood teachers placed in one of 4 variations of the CIRCLE intervention or in a control group, and 1,786 preschool students |
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The effects of Fast Start reading: A fluency-based home involvement reading program, on the reading achievement of beginning readers A study of the impact of a parent-tutoring reading program on letter and word identification and reading fluency in 30 first grade students |
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Evaluation of The Electric Company Summer Learning Program A study of the implementation of The Electric Company Summer Learning Program, a transmedia curriculum for summer programs with a focus on math and literacy skills, and of the relationship of participation in the program to teaching outcomes and to children's math and literacy outcomes, based on surveys from and interviews with 152 6- to 8-year-old children and 16 teachers at 12 summer programs |
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An experimental evaluation of an intervention to stimulate written language awareness in preschool children from low-income households An inquiry into the relationship between hearing a book being read and the development of literacy skills, based on a sample of 30 children aged 2- to 5- years old enrolled in a Head Start program |
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Family-school connectedness and children's early social development 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 |
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Head Start children's entry into public school: A report on the National Head Start/Public School Early Childhood Transition Demonstration Study An overview of the impact, on children, families, schools, and communities, of 31 local demonstration programs, conducted as part of the National Head Start/Public School Early Childhood Transition Demonstration Study, in 30 states and the Navajo Nation from the 1991-92 school year through the 1997-98 school year, and implementing major initiatives related to: parent involvement; educational enhancement; family social support services; and health and nutrition |
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Head Start program and early school achievement A study of Warren, Ohio’s Head Start program and its proficiency to prepare disadvantaged children for formal schooling, assessed through observation and achievement test measurement of 80 disadvantaged children that participated in the program compared with 242 non-Head Start children from the same neighborhoods and kindergarten classes |
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How many letters should preschoolers in public programs know?: The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the children in the sample, based on data from 371 children in Virginia and Ohio |
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The impact of a prejudice-prevention television program on young children's ideas about race An evaluation of young White children's racial attitudes after they viewed anti-prejudice television programs |
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Inside the content: The breadth and depth of early learning standards A study of the content and development of state-level early learning standards for kindergarten through twelfth grade in 2004 |
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states |
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Making summer count: How summer programs can boost children's learning A review of research on summer learning loss and summer program effectiveness and costs, and an examination of school district efforts to develop summer learning programs, based on case studies and key informant interviews |
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National evaluation of the Even Start Family Literacy Program: 1994-1997 final report The second national evaluation of the Even Start Family Literacy Program, examining what has changed and what has remained stable over its first eight years, specifically addressing who and what is served by the program, federal funding methods, participant's developmental and educational gains, best practices, and the success with which the program is reaching its target population |
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NCSL technical report: State approaches to school readiness assessment An examination of states' kindergarten assessment practices and use and reporting of school readiness information, based on data from the 25 states that perform kindergarten assessments |
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NCSL technical report: State approaches to school readiness assessment An examination of states’ definitions of children’s school readiness and states’ uses of information on school readiness, based on data from 23 states that require universal or near-universal assessment by stature |
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