Browse the Collection

Try using the filters on the left to limit your results, or redo your search with more specific terms.

RC Produced by Research Connections
* Peer Reviewed Journal

2791 results found.

Select Citation
Result
Resource Type
1.

1999 Statewide Household Child Care Survey
Chase, Richard A., 2001
St. Paul, MN: Wilder Research Center

Instruments

get fulltext

2.

2000 Oregon Population Survey
Oregon Progress Board, 2000
Salem, OR: Oregon Progress Board.

Instruments

get fulltext

3.

2003-04 kindergarten readiness survey: Stakeholders' report
Wyoming. Department of Education,
Cheyenne: Wyoming Department of Education.

Results of a survey measuring the effect of preschools and child care in preparing students to enter primary school in Wyoming, based on a sample of children who received free or reduced lunch services in kindergarten

Reports & Papers

get fulltext

4.

2004 Statewide Household Child Care Survey
Chase, Richard A., 2004
St. Paul, MN: Wilder Research Center

Instruments

get fulltext

5.

2006 childcare and early years providers surveys: Technical appendix
Jordan, Emma, 2007
(Research Report No. DCSF-RW017). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

Data collection and analytical methods used in a study comparing characteristics of child care and early education provider organizations in the United Kingdom

Other

get fulltext

6.

The 2012 Pennsylvania Kindergarten Entry Inventory pilot
Pennsylvania. Office of Child Development and Early Learning, May, 2013
Harrisburg: Pennsylvania, Office of Child Development and Early Learning.

As Pennsylvania builds a high-quality and accountable system of early childhood programs, parents, teachers and state administrators have expressed a need for information on the status of children's skills and abilities as they enter kindergarten. This report provides information about the development and pilot of the Pennsylvania Kindergarten Entry Inventory. (author abstract)

Reports & Papers

get fulltext

7.

The 2013 Pennsylvania Kindergarten Entry Inventory pilot
Pennsylvania. Office of Child Development and Early Learning, June, 2014
Harrisburg: Pennsylvania, Office of Child Development and Early Learning.

As Pennsylvania builds a high-quality and accountable system of early childhood programs, parents, teachers and state administrators have expressed a need for information on the status of children's skills and abilities as they enter kindergarten. This report provides information about the development and pilot of the Pennsylvania Kindergarten Entry Inventory. (author abstract)

Reports & Papers

get fulltext

8.

21st CCLC Michigan: Finding the link between 21st Century Community Learning Centers and regular classrooms technical supplement
Donahue, Tara Sue, December, 2007
East Lansing, MI: Michigan State University, University Outreach and Engagement.

A description of the surveys and measures used in the evaluation of Michigan's 21st Century Community Learning Center (21st CCLC) programs

Other

get fulltext

9.

21st CCLC Michigan: Overview of program and evaluation technical supplement
Wu, Heng-Chieh Jamie, March, 2007
East Lansing, MI: Michigan State University, University Outreach and Engagement.

A description of the surveys and measures used in the evaluation of Michigan's 21st Century Community Learning Center (21st CCLC) programs

Other

10.

4-H Science Youth Engagement, Attitudes and Knowledge Survey
Policy Studies Associates, Winter 2009
Washington, DC: Policy Studies Associates.

Instruments

get fulltext

11.

ABILITIES Index
Simeonsson, Rune J., 1988
In Essential elements of the assessment process. T.D. Wachs & R. Sheehan (Eds.), Assessment of young developmentally disabled children (pp. 25-41). New York: Plenum Press

Instruments

12.

ABLE (Attention, Behavior, Language, and Emotions)
Barbarin, Oscar, 2006
In ABLE manual. Chapel Hill, NC: HPT1, LLC

Instruments

13.

About Being a Parent
Wentzel, Kathryn R., 1993
Unpublished instrument, University of Maryland, College Park

Instruments

14.

Academic achievement programs and youth development: A synthesis
Redd, Zakia, 2002
Washington, DC: Child Trends.

A study evaluating the impact of after-school, community-based academic oriented youth programs as it relates to improving child development and educational outcomes

Other

get fulltext

15.

Academic and Classroom Behavior Record
Farran, Dale Clark, 2003
Unpublished instrument, Vanderbilt University, Peabody Research Institute, Nashville, TN

Instruments

16.

Academic Competence Evaluation Scales
DiPerna, James C., 2000
San Antonio, TX: Psychological Corporation

Instruments

17.

Academic Perceptions Inventory (Rev. ed.)
Soares, Louise M., 2000
Trumbull, CT: Castle Consultants [Primary source]

Instruments

*
18.

Academic Performance Rating Scale
DuPaul, George J., 1991
School Psychology Review, 20(2), 284-300

Instruments

19.

Academic Rating Scale
National Center for Education Statistics,
Washington, DC: National Center for Education Statistics.

Instruments

get fulltext

20.

Accountability and program evaluation in early education
Gilliam, Walter S., 2012
In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 73-91). New York: Guilford Press

A discussion of research design options for the measurement of the outcomes of early education programs

Methods

21.

Accountability comes to preschool: Florida's approach to evaluating pre-kindergarten programs based on their graduates' kindergarten assessments
Miller, Luke, September, 2015
Charlottesville: University of Virginia, EdPolicyWorks.

This policy brief describes one state's experience using child assessment data to evaluate the quality of early childhood providers. In 2005, Florida introduced its Voluntary Prekindergarten (VPK) program, a free, universal preschool initiative. VPK currently serves about 75 percent of the state's 4-year-olds, and is a national leader with respect to preschool access. Since its inception, Florida has evaluated the quality of VPK programs based on their participants' score on an assessment administered at the beginning of kindergarten. This memo describes Florida's unique approach to program-level accountability and also highlights some potential unintended consequences of Florida's early childhood accountability system. In particular, we focus on the lack of a pre-test and the related possibility of mislabeling programs "low performing." (author abstract)

Fact Sheets & Briefs

get fulltext

22.

Accountability for after-school care: Devising standards and measuring adherence to them
Beckett, Megan, 2001
Santa Monica, CA: Rand Corporation.

A report evaluating school-based after-school programs administered by Stone Soup Child Care Programs, using a methodology and instruments developed from a review of good after-school program practices

Reports & Papers

get fulltext

23.

Accountability in early childhood: No easy answers
Meisels, Samuel J., 2006
(Occasional Paper No. 6). Chicago: Herr Research Center.

A critical discussion of accountability testing in early childhood education with recommendations for more effective early childhood program evaluation

Other

get fulltext

24.

Accountability in early childhood: No easy answers
Meisels, Samuel J., 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the age of accountability (pp. 31-47). Baltimore: Paul H. Brookes

An inquiry into the role of high-stakes testing in early childhood programs in the adoption of early childhood policies, with a suggestion of an alternative method for the assessment of children to inform the decisions of public policymakers

Other

25.

Accountability in early childhood: No easy answers [Executive summary]
Meisels, Samuel J., 2006
(Occasional Paper No. 6). Chicago: Herr Research Center.

A summary of a critical discussion of accountability testing in early childhood education, with recommendations for more effective early childhood program evaluation

Executive Summary

get fulltext

*
26.

Aced out: Censorship of qualitative research in the age of "scientifically based research"
Ceglowski, Deborah A., October, 2011
Qualitative Inquiry, 17(8), 679-686

In this manuscript, we examine three layers of censorship related to the publication of qualitative research studies: (a) the global level of federal legislation and the definition of the "gold standard" of educational research, (b) the decline in the number of qualitative studies published in a top-tiered early childhood educational research journal after implementation of the Reading Excellence Act and No Child Left Behind, and (c) a local story of our experience in submitting a qualitative study for review. In the final section, we discuss the implications of these three levels of censorship. (author abstract)

Other

get fulltext

27.

Achieving excellence in early care for Virginia's infants and toddlers
Virginia Infant & Toddler Specialist Network, Summer 2009
Charlottesville, VA: Virgina Infant & Toddler Specialist Network.

A discussion of the role of data collection in the improvement of the quality of early childhood education and care programs in Virginia

Fact Sheets & Briefs

get fulltext

28.

Achieving a State of Healthy Weight Rating Scales
National Resource Center for Health and Safety in Child Care (U.S.), May, 2013
Aurora, CO: National Resource Center for Health and Safety in Child Care.

Instruments

29.

An action plan: Assessing school readiness in Ventura County
Thompson, Lisa, March 2004
Los Angeles: UCLA Center for Healthier Children, Families, and Communities.

A series of recommendations for establishing a school readiness assessment measure in Ventura County, California, and a survey of school administrators and teachers to determine existing school readiness assessment practices and future preferences for the selection of a measurement

Reports & Papers

30.

Adapted PPVT-III
Rothman, Sheldon, 2003
In An Australian version of the Adapted PPVT-III for use in research. Unpublished manuscript, Australian Council for Educational Research, Melbourne, Victoria, Australia

Instruments

31.

Adapted Teaching Style Rating Scale
Raver, C. Cybele, 2012
New York: MDRC.

Instruments

get fulltext

32.

Adaptive Behavior Assessment System (2nd ed.)
Harrison, Patti L., 2003
San Antonio, TX: Psychological Corporation

Instruments

*
33.

Adaptive interventions and SMART designs: Application to child behavior research in a community setting
Kidwell, Kelly M., September, 2016
American Journal of Evaluation, 37(3), 344-363

Heterogeneity between and within people necessitates the need for sequential personalized interventions to optimize individual outcomes. Personalized or adaptive interventions (AIs) are relevant for diseases and maladaptive behavioral trajectories when one intervention is not curative and success of a subsequent intervention may depend on individual characteristics or response. AIs may be applied to medical settings and to investigate best prevention, education, and community-based practices. AIs can begin with low-cost or low-burden interventions and followed with intensified or alternative interventions for those who need it most. AIs that guide practice over the course of a disease, program, or school year can be investigated through sequential multiple assignment randomized trials (SMARTs). To promote the use of SMARTs, we provide a hypothetical SMART in a Head Start program to address child behavior problems. We describe the advantages and limitations of SMARTs, particularly as they may be applied to the field of evaluation. (author abstract)

Other

get fulltext

34.

Adaptive Language Inventory
Vernon-Feagans, Lynne, 1979
Unpublished instrument, University of North Carolina at Chapel Hill

Instruments

*
35.

Adaptive Social Behavior Inventory
Hogan, Anne E., 1992
Journal of Psychoeducational Assessment, 10(3), 230-239

Instruments

get fulltext

36.

ADHD Rating Scale
DuPaul, George J., 1990
Los Angeles: Western Psychological Services

Instruments

37.

ADHD Rating Scale IV
DuPaul, George J., 1998
Los Angeles: Western Psychological Services

Instruments

38.

Adjustment Scales for Preschool Intervention
Lutz, Megan Noone, 1999
In Contextually relevant assessment of the emotional and behavioral adjustment of Head Start children. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia

Instruments

*
39.

Adjustment Scales for Preschool Intervention: Extending validity and relevance across multiple perspectives
Bulotsky-Shearer, Rebecca J., 2004
Psychology in the Schools, 41(7), 725-736

Two studies evaluating the behavioral and emotional difficulties of Head Start preschool children, and assessing the reliability and concurrent validity of the Adjustment Scales for Preschool Intervention (ASPI)

Reports & Papers

get fulltext

40.

The Administration for Children & Families common framework for research and evaluation
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, March, 2016
(OPRE Report #2016-14). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

This document outlines the roles of various types of research and evaluation in generating information and answering empirical questions related to the human services provided by the Administration for Children & Families (ACF). More specifically, this document describes the purpose of each type of research, the empirical and theoretical justifications for different types of studies, types of study outcomes, and quality of evidence. (author abstract)

Other

get fulltext

*
41.

Administrative data as children's well-being indicators: The South Carolina Data Bridge Project
Lavenda, Osnat, July, 2011
Child Indicators Research, 4(3), 439-451

Administrative data are data regularly collected by organizations for monitoring and documentation purposes. They usually represent entire populations; they are timely; and have direct influence on their sources which are mostly governmental agencies. We argue in this paper that administrative data can and should be used as indicators of children's well-being as they constitute an existing body of knowledge that has the potential to form and influence policy. Such use of administrative data as of child well-being indicators is demonstrated by the South Carolina Data Bridge Project, initiated with a child care research capacity grant awarded in 2007 by the Office of Planning, Research and Families (OPRE) to study the impact of Child Care and Development Fund on the quality of care available to and utilized by low-income working parents and at-risk families. The project's goal was achieved by linking different sources of child care administrative data to create analytic data cubes that allow the examination of quality of care provided to children and factors contributing to it. This project indicates the importance of administrative data and their potential impact on well-informed decision making and policy change to improve children and families' well-being. (author abstract)

Reports & Papers

get fulltext

42.

Adult-Adolescent Parenting Inventory
Bavolek, Stephen J., 1984
In Handbook for the AAPI (Adult-Adolescent Parenting Inventory). Park City, UT: Family Development Resources

Instruments

43.

Adult-Adolescent Parenting Inventory (2nd ed.)
Bavolek, Stephen J., 2001
Park City, UT: Family Development Resources

Instruments

*
44.

Adult Attachment Questionnaire
Simpson, Jeffry A., 1996
Journal of Personality and Social Psychology, 71(5), 899-914

Instruments

get fulltext

*
45.

Adult Attachment Scale
Collins, Nancy, 1990
Journal of Personality and Social Psychology, 58(4), 644-663

Instruments

get fulltext

46.

Adult/Child Interactive Reading Inventory
DeBruin-Parecki, Andrea, 1999
In Assessing adult/child storybook reading practices. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.

Instruments

get fulltext

47.

Adult-Child Language Snapshot
Howes, Carollee, 1996
Unpublished instrument, University of California, Los Angeles

Instruments

*
48.

Adult Involvement Scale
Howes, Carollee, 1987
Developmental Psychology, 23(3), 423-430

Instruments

get fulltext

*
49.

Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples
Greenwood, Charles R., Q4 2013
Early Childhood Research Quarterly, 28(4), 743-758

The Early Communication Indicator (ECI) is a measure for universal screening, intervention decision-making, progress monitoring for infants and toddlers needing higher levels of support, and program accountability. In the context of the ECI's long-term wide-scale use for these purposes, we examined the invariance of ECI measurement in two samples of the same Early Head Start (EHS) population differing in the years data were collected. Invariance or equivalence across samples is an important step in measurement validation because making inferences assumes that the measurements are factorially invariant. A number of time-covarying factors (e.g., assessors, children, etc.) can be hypothesized as threats to measurement invariance. Results of latent growth curve analyses indicated similarity in the functional forms (velocity and shape) of the ECIs four key skill trajectories between groups of children and ECI vocalizations, single, and multiple words trajectories met strong factorial and structural invariance. Gestures met only weak factorial invariance. ECI total communications, a weighted composite of the four scales, also met both strong factorial and structural invariance. With one exception, results indicated that the ECI produced comparable growth estimates over different conditions of programs, assessors, and children over time, strengthening the construct validity of the ECI. Implications are discussed. (author abstract)

Reports & Papers

get fulltext

50.

Advancing the measurement of quality for early childhood programs that support early language and literacy development
Neuman, Susan B., 2011
In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 51-76). Baltimore: Paul H. Brookes

A review of assessment tools for the measurement of the quality of children's language and literacy development in center-based and family child care settings

Other

Select Citation

Search Feedback