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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:CALIFORNIA [remove]; Classification:Research & Evaluation Methods [remove];
31 results found.|
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Accountability for after-school care: Devising standards and measuring adherence to them 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 |
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An action plan: Assessing school readiness in Ventura County 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 |
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Afterschool evaluation practices in California: Site-level perspectives An exploration of evaluation practices used by after school programs and a discussion of the evaluation needs of programs to improve service delivery, based on a survey of program coordinators of 271 after school programs funded by the 21st Century Community Learning Centers (21st CCLC) program and the After School Education and Safety (ASES) initiative in California |
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Assessing child-care quality with a telephone interview A test of the viability of telephone surveys as an alternative to direct observation methods to assess quality in child care sites, based on a comparison of assessments of 89 family child-care homes and 92 centers using both methods |
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Assessing quality in family, friend and neighbor care: The Child Care Assessment Tool for Relatives A paper describing the Child Care Assessment Tool for Relatives, an instrument designed to measure quality of child care provided by relatives, in terms of its development and the results of a field test where it was used with low income relative caregivers |
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By default or by design?: Variations in higher education programs for early care and education teachers and their implications for research methodology, policy, and practice An examination of conceptual and methodological issues in the study of early care and education higher education programs, based on a case study of two early childhood Bachelor of Arts degree completion cohort programs |
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California Afterschool Outcome Measures Project field test of the Online Toolbox Findings from a field test of the California Afterschool Outcome Measures Project Online Toolbox, an online survey of student behavior change and skill development for use in after school programs, that examines teacher and student survey administration experiences, student reports of after school program experiences, changes in student skill and behavior outcomes, and associations of student program experiences to their skill and behavior outcomes, based on data collected from students and teachers at 28 after school programs in fall 2010 and spring 2011 |
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Child care and child development: The NICHD Study of Early Child Care A description of the theoretical framework for the National Institute of Child Health and Development (NICHD) Study of Early Child Care, assessing relationships among family life, child care processes and child behavioral development |
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Counting the child care workforce: A catalog of state data sources to quantify and describe child caregivers in the fifty states and the District of Columbia A report on data sources suitable for use in calculating the size of the child care workforce for individual states |
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Does quality of child care affect child outcomes at age 4 1/2? A study exploring the causal nature of relations between child care quality and children's development, based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Does your organization welcome participants with disabilities?: A new assessment tool An introduction to the Organizational Developmental Model of Inclusion for Individuals with Disabilities (ODMI-IWD) instrument to help afterschool providers examine the extent to which their organizations welcome children and youth with disabilities and a report of findings from five large scale after school providers in southern California that serve more than 30,000 students |
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Early intervention practitioners' self-efficacy: A measure and its applications A study in which the Early Interventionist Self-Efficacy Scale (EISES), an instrument measuring early intervention practitioners' perceptions of self efficacy, was developed and tested |
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Effects of a measurement and planning system on kindergartners' cognitive development and educational programming A study of the impact of a measurement and planning system, which provided to teachers assessment information and learning activities, on 838 kindergarten children’s basic skill acquisition in math, reading, and science, and additionally on their cognitive development, school promotion, and referral to special education |
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Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement A study using data from the NICHD Study of Early Child Care to examine the relation between young children's school readiness and variables including social skill, parent interactions, problem behavior, cognitive processes, and self regulation |
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Evaluating the Early Childhood Environment Rating Scale (ECERS): Assessing differences between the first and revised edition A review of the comparability and changes between the original 1980 version and the 1998 revision of the Early Childhood Environment Rating Scale, a measure of global child care quality |
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Evaluation of Preschool for All implementation in San Mateo and San Fracisco Counties: 2008 San Francisco PFA classroom observations: Findings from the pilot test of the Language Interaction Snapshot (LISn) Findings from a pilot test of the Language Interaction Snapshot (LISn), an observational tool for measuring the frequency and type of talk among teachers and children in preschool settings, based on observations of 63 children in 26 classrooms participating in the San Francisco Preschool for All initiative |
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Evaluation of Preschool for All (PFA) implementation in San Francisco County: Year 5 report An evaluation of the fifth year of implementation of Preschool for All, an initiative to make high-quality child care available to all four-year-old children, in San Francisco County, California, that examines changes in quality of 11 classrooms with teachers who participated in a professional development program and results of a pilot test of a research tool to assess support for dual language learners |
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From a parent's point of view: Measuring the quality of child care A study of parent?s views on the quality of child care, examining measurement tools for parent assessment of the quality of their child care, family social and economic factors that may account for parent?s views of child care, and the influence of parent data, interests, and voices on quality of care policies |
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Home environment and cognitive development in the first 3 years of life: A collaborative study involving six sites and three ethnic groups in North America Examines the generalizability of relationships between home environment and children's early development status across groups of white, African American and Mexican American children one to three years of age |
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K-2 standards and assessments: A 50-state review A descriptive study of each state's kindergarten, first grade, and second grade content standards and mandatory assessments |
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Language environments and language outcomes: Results from the NICHD Study of Early Child Care and Youth Development An overview of the purpose, methods, and findings from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, including study characteristics that set it apart from other large scale, longitudinal studies |
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Measuring improper payments in the child care program: A pilot project of the ACF Child Care Bureau: Final report A study conducted to find and reduce erroneous payments in specific Health and Human Services programs in California, Nebraska, Arizona, Kansas, Arkansas, Colorado, Illinois, Ohio and New Hampshire |
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Measuring quality in pre-kindergarten classrooms: Assessing the Early Childhood Environment Rating Scale An examination of alternative scoring methods for and the psychometric properties of the Early Childhood Environment Rating Scale, Revised Edition (ECERS-R), and a discussion of ECERS-R content and its implications for policy, based on secondary analyses of observation data for 261 early childhood classrooms from three studies and on survey responses from 16 experts |
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National Household Education Surveys program of 2005: After-school programs and activities: 2005 An examination of data from the After-School Programs and Activities survey on the participation of kindergarteners through eighth graders in after school programs, with discussion of the survey’s design, the different types of after school care, their participation rates, and the expenses surrounding various types of after school care |
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Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings 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 |
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