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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

Double Jeopardy: Poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk
Watamura, Sarah, January/February 2011
Child Development, 82(1), 48-65

A study of the relationships between both home and child care quality and the socioemotional adjustment of groups of children in five different environments at ages 24, 36, and 54 months, based on a secondary analysis of data from 771 children

Reports & Papers

The effect of text genre on parent use of joint book reading strategies to promote phonological awareness
Stadler, Marie A., 2003
Early Childhood Research Quarterly, 18(4), 502-512

An observational study of preschool children parents' reading behaviors, comparing behaviors when reading to a child with and without language impairments and when using different text genres

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

National evaluation of the Even Start Family Literacy Program: Report on Migrant Even Start projects
United States. Department of Education. Planning and Evaluation Service, 1997
Cambridge, MA: Abt Associates.

An evaluation of Migrant Even Start projects in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on three site visits in Wisconsin, Pennsylvania, and Arizona

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

Parents voices: Locating, choosing, and maintaining child care for children with disabilities
DeVore, Simone, 2002
Unpublished doctoral dissertation, University of Wisconsin--Madison

A qualitative grounded theory dissertation investigating issues surrounding parents locating, choosing, and maintaining child care for their children with disabilities

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

Special education eligibility: Developmental precursors over the first three years of life
La Paro, Karen M., 2002
Exceptional Children, 69(1), 55-66

A study of the developmental precursors of eligibility for special services by age 3

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

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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
			Double Jeopardy: Poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk Watamura, Sarah, January/February 2011 Child Development, 82(1), 48-65 A study of the relationships between both home and child care quality and the socioemotional adjustment of groups of children in five different environments at ages 24, 36, and 54 months, based on a secondary analysis of data from 771 children	Reports & Papers
			The effect of text genre on parent use of joint book reading strategies to promote phonological awareness Stadler, Marie A., 2003 Early Childhood Research Quarterly, 18(4), 502-512 An observational study of preschool children parents' reading behaviors, comparing behaviors when reading to a child with and without language impairments and when using different text genres	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
			National evaluation of the Even Start Family Literacy Program: Report on Migrant Even Start projects United States. Department of Education. Planning and Evaluation Service, 1997 Cambridge, MA: Abt Associates. An evaluation of Migrant Even Start projects in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on three site visits in Wisconsin, Pennsylvania, and Arizona	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
			Parents voices: Locating, choosing, and maintaining child care for children with disabilities DeVore, Simone, 2002 Unpublished doctoral dissertation, University of Wisconsin--Madison A qualitative grounded theory dissertation investigating issues surrounding parents locating, choosing, and maintaining child care for their children with disabilities	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
			Special education eligibility: Developmental precursors over the first three years of life La Paro, Karen M., 2002 Exceptional Children, 69(1), 55-66 A study of the developmental precursors of eligibility for special services by age 3	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