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Current Filters: Pub Year:2000 [remove]; Classification:Measures [remove];

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

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

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

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America's children: Key national indicators of well-being, 2000
Federal Interagency Forum on Child and Family Statistics (U.S.), 2000
Washington, DC: Federal Interagency Forum on Child and Family Statistics.

An annual report of national indicators of child well-being designed to monitor change over time

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Bayley Short Form--Research Edition
National Center for Education Statistics, 2000
Washington, DC: National Center for Education Statistics

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Birth to Three Assessment and Intervention System (2nd ed.)
Ammer, Jerome J., 2000
Austin, TX: Pro-Ed

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Caregiver-Environment Scale: Assessing the quality of center-based infant care
Oren, Thomas A., 2000
Early Childhood Education Journal, 28(2), 133-138

An analysis of the reliability and item appropriateness of the Caregiver-Environment Scale, a measure assessing caregiver-infant interactions and infant center materials and environment

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Child Behavior Checklist/1½-5
Achenbach, Thomas, 2000
In Manual for the ASEBA preschool forms & profiles: An integrated system of multi-informant assessment. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families

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Child-Care Retention Incentive Director's Questionnaire
Policy Analysis for California Education (Organization), 2000
Berkeley, CA: Policy Analysis for California Education.

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Child Care Worker Job Stress Inventory
Curbow, Barbara, 2000
Early Childhood Research Quarterly, 15(4), 515-536

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Children's Behavior Questionnaire - Short Form
Putnam, Samuel, 2000
Unpublished instrument, Bowdoin College, Brunswick, ME

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Creative Curriculum Developmental Continuum for Ages 3-5
Dodge, Diane T., 2000
In Connecting content, teaching and learning. Washington, DC: Teaching Strategies

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Degrees of Reading Power
Touchstone Applied Science Associates, 2000
Brewster, NY: Touchstone Applied Science Associates

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Developmental Play Assessment
Lifter, Karin Nelson, May 2000
In K. Gitlin-Weiner, A. Sandgrund, & C.E. Schaefer (Eds.), Play diagnosis and assessment (pp. 228-260). New York: John Wiley & Sons

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Development of the Child Care Worker Job Stress Inventory
Curbow, Barbara, 2000
Early Childhood Research Quarterly, 15(4), 515-536

A journal article on the development, reliability, and validity of the Child Care Worker Job Stress Inventory, a survey instrument whose scales measure job stress in family child care providers and child care center workers

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Dynamic Indicators of Basic Early Literacy Skills
Good, Roland, 2000
Eugene, OR: University of Oregon.

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Early Development Instrument
Janus, Magdalena, 2000
In Isuma: Canadian Journal of Policy Research, 1(2), 71-75

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Education Expected Child Outcomes
Texas. Region XIX Education Service Center, 2000
El Paso: Texas, Region XIX Education Service Center

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Emotional Availability Scales (3rd ed.)
Biringen, Zeynep, September 2000
Archives of General Psychiatry, 2(2), 256-270

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Expressive One-Word Picture Vocabulary Test (3rd ed.)
Brownell, Rick, 2000
Novato, CA: Academic Therapy Publications

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Family Involvement Questionnaire
Fantuzzo, John W., 2000
Journal of Educational Psychology, 92(2), 367-376

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Family Literacy Questionnaire
Saracho, Olivia N., 2000
Early Child Development and Care, 161(1), 83-91

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Gates-MacGinitie Reading Test (4th ed.)
MacGinitie, Walter H., 2000
Itasca, IL: Riverside Publishing

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Goldman-Fristoe Test of Articulation (2nd ed.)
Goldman, Ronald, 2000
Circle Pines, MN: American Guidance Service

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Head Start Family and Child Experiences Survey 1st Grade Parent Interview (FACES 1997): Spring 2000
FACES Research Team, Spring 2000
Unpublished instrument

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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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