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The child care arrangements of preschool-age children in immigrant families in the United States
Brandon, Peter D., 2004
International Migration, 42(2), 65-87

A comparison of the use of child care arrangements among immigrant families to non-immigrant families

Reports & Papers

Coming together for children with disabilities: State collaboration to support quality, inclusive child care
Mezey, Jennifer, 2003
Washington, DC: Center for Law and Social Policy.

A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs

Reports & Papers

Early Head Start and early intervention: A collaborative approach to serving infants and toddlers with disabilities in natural environments
Corso, Robert M., 2000
Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign

An examination of the collaborations between Early Head Start programs and early intervention service providers for children with disabilities outlined by Part C of the 1997 Individuals with Disabilities Education Act

Reports & Papers

Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Burchinal, Margaret, Q2 2012
Early Childhood Research Quarterly, 27(2), 188-197

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

Reports & Papers

Mapping a landscape: How parents view involvement in prekindergarten programs for at-risk children
Lee, Deborah Margaret, 2003
Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign

An examination of the attitudes of parents and program staff regarding parents' involvement in prekindergarten programs for at-risk children

Reports & Papers

Native Spanish-speaking children reading in English: Toward a model of comprehension
Proctor, C. Patrick, 2005
Journal of Educational Psychology, 97(2), 246-256

Findings from a test of a research-based structural equation model of second-language English reading comprehension on a sample of 135 fourth-grade bilingual Latino readers whose first language was Spanish

Reports & Papers

Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
Downer, Jason T., Q1 2012
Early Childhood Research Quarterly, 27(1), 21-32

A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states

Reports & Papers

Spanish-speaking children's social and language development in pre-kindergarten classrooms
Chang, Florence, 2007
Early Education and Development, 18(2), 243-269

A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs

Reports & Papers

State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA
Shackelford, Jo, 2005
(NECTAC Notes Issue No. 18). Chapel Hill, NC: National Early Childhood Technical Assistance Center.

A discussion of how the 50 states and 6 jurisdictions that participate in the Part C program of IDEA define developmental delays and, as applicable, at risk in their definition of eligibility for services

Reports & Papers

Transition issues and barriers for children with significant disabilities and from culturally and linguistically diverse backgrounds: Delphi study
Rous, Beth, February 2008
(Technical Report No. 2). Lexington: University of Kentucky, National Early Childhood Transition Center.

An identification of barriers and strategies relating to transition to preschool and kindergarten by children with significant special needs, and children with special needs from culturally and linguistically diverse backgrounds, based on forums and surveys of small populations of family members, administrators, and providers, in four states

Reports & Papers

Working with young children with disabilities: Perceptions, skills, and training needs of Head Start teachers
Bruns, Deborah A., January 2008
NHSA Dialog, 11(1), 54-66

An examination of Head Start teachers' feelings towards their role in the provision of services to children with disabilities, skills, and professional development needs, based on a sample of 83 teachers from 13 Head Start centers at 19 sites in the southernmost nine counties in Illinois

Reports & Papers

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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			The child care arrangements of preschool-age children in immigrant families in the United States Brandon, Peter D., 2004 International Migration, 42(2), 65-87 A comparison of the use of child care arrangements among immigrant families to non-immigrant families	Reports & Papers
			Coming together for children with disabilities: State collaboration to support quality, inclusive child care Mezey, Jennifer, 2003 Washington, DC: Center for Law and Social Policy. A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs	Reports & Papers
			Early Head Start and early intervention: A collaborative approach to serving infants and toddlers with disabilities in natural environments Corso, Robert M., 2000 Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign An examination of the collaborations between Early Head Start programs and early intervention service providers for children with disabilities outlined by Part C of the 1997 Individuals with Disabilities Education Act	Reports & Papers
			Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Burchinal, Margaret, Q2 2012 Early Childhood Research Quarterly, 27(2), 188-197 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	Reports & Papers
			Mapping a landscape: How parents view involvement in prekindergarten programs for at-risk children Lee, Deborah Margaret, 2003 Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign An examination of the attitudes of parents and program staff regarding parents' involvement in prekindergarten programs for at-risk children	Reports & Papers
			Native Spanish-speaking children reading in English: Toward a model of comprehension Proctor, C. Patrick, 2005 Journal of Educational Psychology, 97(2), 246-256 Findings from a test of a research-based structural equation model of second-language English reading comprehension on a sample of 135 fourth-grade bilingual Latino readers whose first language was Spanish	Reports & Papers
			Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings Downer, Jason T., Q1 2012 Early Childhood Research Quarterly, 27(1), 21-32 A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states	Reports & Papers
			Spanish-speaking children's social and language development in pre-kindergarten classrooms Chang, Florence, 2007 Early Education and Development, 18(2), 243-269 A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs	Reports & Papers
			State and jurisdictional eligibility definitions for infants and toddlers with disabilities under IDEA Shackelford, Jo, 2005 (NECTAC Notes Issue No. 18). Chapel Hill, NC: National Early Childhood Technical Assistance Center. A discussion of how the 50 states and 6 jurisdictions that participate in the Part C program of IDEA define developmental delays and, as applicable, at risk in their definition of eligibility for services	Reports & Papers
			Transition issues and barriers for children with significant disabilities and from culturally and linguistically diverse backgrounds: Delphi study Rous, Beth, February 2008 (Technical Report No. 2). Lexington: University of Kentucky, National Early Childhood Transition Center. An identification of barriers and strategies relating to transition to preschool and kindergarten by children with significant special needs, and children with special needs from culturally and linguistically diverse backgrounds, based on forums and surveys of small populations of family members, administrators, and providers, in four states	Reports & Papers
			Working with young children with disabilities: Perceptions, skills, and training needs of Head Start teachers Bruns, Deborah A., January 2008 NHSA Dialog, 11(1), 54-66 An examination of Head Start teachers' feelings towards their role in the provision of services to children with disabilities, skills, and professional development needs, based on a sample of 83 teachers from 13 Head Start centers at 19 sites in the southernmost nine counties in Illinois	Reports & Papers