Browse the Collection
|
|
Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last 90 days [remove]; Classification:Child Care & Early Education Quality [remove];
45 results found.|
Select Citation
|
Result | Resource Type |
|
|
|
|
2010-2011 Great Start Readiness Program: Program quality assessment: Statewide data report Findings from an examination of the quality of preschool classrooms and the characteristics of teaching staff in the Great Start Readiness Program, Michigan's publicly-funded preschool program for at risk 4-year-olds, based on data for 1,127 classrooms and more than 1,000 teachers |
Reports & Papers
|
|
|
|
|
Accreditation as an alternative pathway to quality in QRIS A comparison of the Illinois child care quality rating and improvement system (QRIS) ratings that child care centers would receive through either their accreditation status or their observed quality, based on data for 55 accredited child care centers applying to the Illinois QRIS |
Reports & Papers
|
|
|
|
|
The added value of the School of the 21st Century when combined with a statewide preschool program A comparison of child developmental outcomes and classroom quality in school-based early care and education centers that offered either Arkansas Better Chance program (ABC) services alone or a combination of ABC and School of the 21st Century services, based on data from 8,745 4-year-olds in ABC classrooms in Arkansas |
Reports & Papers
|
|
|
|
|
Annual evaluation report: 2011-2012 school year An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, participant characteristics and academic performance, parental engagement, and collaboration between programs and schools, based on administrative data, program observations, and surveys from teachers, students, parents, and collaborative partners |
Reports & Papers
|
|
|
|
|
Assessing quality across all STAR levels Findings from a study of the relationship of the observed quality of child care programs participating in Keystone STARS, Pennsylvania's child care quality rating system, to their STARS rating, based on data for 46 randomly-selected programs |
Reports & Papers
|
|
|
|
|
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program An examination of associations between classroom quality and both receptive vocabulary and executive function, based on data from 414 children attending the Boston Public Schools public prekindergarten program in 2009-2010 |
Reports & Papers
|
|
|
|
|
Beginning to "unpack" early childhood mental health consultation: Types of consultation services and their impact on teachers The goal of the current study was to examine the impact of the frequency of two types of early childhood mental health consultation (ECMHC) activities (time spent in the class and time spent meeting with teachers) on teacher-child interactions, use of positive classroom-management techniques, and the intent to quit the childcare profession. We addressed these questions with a sample of 115 teachers from private childcare settings participating in a midlength (6-8 months) consultation partnership, using pre- and posttest data collected from structured classroom observations and teacher surveys. Results suggest that ECMHC time spent in the classroom was associated with less teacher punitiveness, permissiveness, and detachment, and more use of positive classroom-management strategies at the posttest assessment (controlling for baseline teacher behaviors). The frequency of meetings with teachers did not impact teacher-child interactions; however, in an exploratory analysis, the frequency of meetings with the teacher was associated with a reduction in teachers' intent to leave the profession of childcare. (author abstract) |
Reports & Papers
|
|
|
|
|
Can classroom emotional support enhance prosocial development among children with depressed caregivers? A study of the relationship between Head Start classroom quality and pro-social behavior among children whose parents or guardians exhibit high levels of depressive symptoms, based on data from 194 Head Start preschoolers in 28 classrooms |
Reports & Papers
|
|
|
|
|
Children's engagement within the preschool classroom and their development of self-regulation A study of the relationship between children's self-regulation and children's engagement with teachers, peers, and tasks, based on data from 341 children enrolled in 100 early care and education classrooms located in a large urban region in the southwestern United States, and their teachers |
Reports & Papers
|
|
|
|
|
Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study An evaluation of Georgia's universal, publicly-funded Pre-K Program that examines children's language and literacy, math, knowledge, and behavior outcomes, predictors of those outcomes, and classroom quality, based on fall and spring assessments of 509 children and on observations of 100 classrooms |
Reports & Papers
|
|
|
|
|
Classroom emotional support predicts differences in preschool children's cortisol and alpha-amylase levels A study of the relationship between classroom process quality and children's levels of both cortisol and alpha-amylase, based on data from 63 children in 14 early care and education classrooms |
Reports & Papers
|
|
|
|
|
A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators A comparison of the effects of two training approaches--a one-day workshop and an intensive training condition that included a one-day workshop plus an additional four days of practice--on teachers' use of positive behavioral supports for preschool children, based on data from 88 teachers and aides randomly assigned to one of the two training conditions in Head Start classrooms in Western New York |
Reports & Papers
|
|
|
|
|
Can quality improvement system improve childcare site performance in school readiness? A comparison of growth in children's school readiness over three years in child care sites using a Quality Improvement System (QIS) versus non-QIS sites, based on data from 79 children in 46 sites in Palm Beach County, Florida |
Reports & Papers
|
|
|
|
|
Discerning childcare quality: Parents as potential informants of policy beyond regulation An examination of parents' perspectives on child care quality, based on data from 29 parents whose children attend child care centers in Australia |
Reports & Papers
|
|
|
|
|
Early Learning Coalition of Duval report 2011-12 An examination of the school readiness skills and gains of children who attend early care and learning centers that participate in Guiding Stars of Duval, an initiative to improve the quality of early learning and care services in Jacksonville, Florida, based on pre- and posttest assessments of participants and on public school kindergarten readiness administrative data |
Reports & Papers
|
|
|
|
|
Early retirement in the day-care sector: The role of working
conditions and health A study of the relationship of teacher health status and work pressure, as measured by child-to-teacher ratio, to teachers' decision to enter early retirement, based on an analysis of administrative data from child care centers in Denmark |
Reports & Papers
|
|
|
|
|
Equal access to high quality early education and care?: Evidence from England and lessons from other countries Findings from a study in England on the relationship of children's social background to the quality and expense of care they receive, and a discussion of strategies to increase access to high-quality child care for disadvantaged children in Australia, France, Germany, the Netherlands, New Zealand, Norway, and the United States |
Fact Sheets & Briefs
|
|
|
|
|
Evaluation of the North Carolina More at Four Pre-kindergarten Program: Year 8 report (July 1, 2008-June 30, 2009): A look across time at children's outcomes and classroom quality from pre-k through kindergarten Longitudinal findings from the eighth year of an evaluation of the North Carolina More at Four Pre-kindergarten Program, a state-funded initiative to provide high-quality educational experiences to at risk 4-year-olds, that examine More at Four program characteristics, compare the quality of More at Four and kindergarten classrooms, and track participants' development from prekindergarten through kindergarten, based on monthly service reports, observations of More at Four and kindergarten classrooms, teacher surveys, and child assessments |
Reports & Papers
|
|
|
|
|
Executive summary: Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study A summary of an evaluation of Georgia's universal, publicly-funded Pre-K Program that examines children's language and literacy, math, knowledge, and behavior outcomes, predictors of those outcomes, and classroom quality, based on fall and spring assessments of 509 children and on observations of 100 classrooms |
Executive Summary
|
|
|
|
|
Executive summary: Quality and characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 statewide evaluation A summary of a study of program characteristics, classroom quality, and predictors of classroom quality in the North Carolina Pre-Kindergarten Program, a state-funded initiative to provide high-quality educational experiences to at risk 4-year-olds, based on monthly service reports and on observations and teacher surveys for a sample of 100 classrooms |
Executive Summary
|
|
|
|
|
An exploration of oral language development in Spanish-speaking preschool students The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students' responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students. (author abstract) |
Reports & Papers
|
|
|
|
|
Head Start participation and school readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort A comparison of academic skills and socioemotional well-being at kindergarten entry for populations of children who attended Head Start or other types of child care, based on data from 6,950 children, their parents, schools, and teachers from the Early Childhood Longitudinal Study-Birth Cohort, Kindergarten sample, a nationally representative sample of children born in 2001 |
Reports & Papers
|
|
|
|
|
The impact of teacher-child relationships on child cognitive performance as explored by a priming paradigm An examination of the impact on children's cognitive knowledge scores of incorporating photos of their teachers within a computer-based test, based on data from 120 6-year-old children in Germany |
Reports & Papers
|
|
|
|
|
Increasing access to quality child care for children from low-income families: Families' experiences An examination of the relationship between the expansion of child care assistance to help low income families purchase quality child care in centers or in family child care homes and their access to quality child care, based on data from 180 families participating in the Community Child Care Initiative in the Pacific Northwest region of the United States |
Reports & Papers
|
|
|
|
|
New evidence on the validity of the Arnett Caregiver Interaction Scale: Results from the Early Childhood Longitudinal Study-Birth Cohort An examination of the factor structure of the Arnett Caregiver Interaction Scale, based on an analysis of data from a subgroup of participants in the Early Childhood Longitudinal Study-Birth Cohort consisting of 750 2-year-olds in home-based care and 1,350 4-year-olds in center-based care |
Reports & Papers
|
|
Select Citation
|
