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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove]; Classification:Child Care & Early Education Quality [remove];
209 results found.|
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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 |
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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 |
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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 |
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Amount and environmental predictors of outdoor playtime at home and school: A cross-sectional analysis of a national sample of preschool-aged children attending Head Start An estimation of the amount of time children attending Head Start spend playing outdoors at both home and at school, and an examination of the relationship between outdoor play time and both the home and school environment, based on data from 2,529 children in Head Start in spring 2007 from the Head Start Family and Child Experiences Survey (FACES) |
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Annual evaluation report: 2009-2010 school year An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, as well as participant characteristics and academic performance, based on administrative data, program observations, and surveys from teachers, students, parents, and collaborative partners |
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Annual evaluation report: 2010-2011 school year An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, as well as participant characteristics and academic performance, based on administrative data, program observations, and surveys from teachers, students, parents, and collaborative partners |
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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 |
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Annual evaluation report: Clayton Educare: 2009-10 school year A study of classroom quality, parenting experiences, and children's cognitive, language, and socioemotional development in Clayton Educare, a program in Denver, Colorado, offering center-based and home visiting services to children and families from pregnancy to age 5, based on classroom observations, direct child assessments, and parent and teacher surveys |
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Annual evaluation report: Clayton Educare: 2009-10 school year [Executive summary] A summary of a study of classroom quality, parenting experiences, and children's cognitive, language, and socioemotional development in Clayton Educare, a program in Denver, Colorado, offering center-based and home visiting services to children and families from pregnancy to age 5, based on classroom observations, direct child assessments, and parent and teacher surveys |
Executive Summary
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ASES and 21st CCLC policy brief: What have we learned from the California statewide evaluation A summary of findings from a four-year longitudinal evaluation of two publicly-funded California after school programs, After School Education and Safety (ASES) and 21st Century Community Learning Centers (21st CCLC), that examine program characteristics and implementation, local program partnerships, the relationship of program participation to student behavior and academic outcomes, and stakeholder satisfaction with the programs, based on analyses of four separate study samples that variously comprise longitudinal administrative data, program observations, student surveys and focus groups, and program staff surveys, interviews, and focus groups |
Fact Sheets & Briefs
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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 |
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The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study Findings from an exploration of the validity and reliability of the Assessment of Afterschool Program Practices Tool (APT), an observational measure of quality in after school programs, based on observations conducted in 25 after school programs in Massachusetts and on survey responses from 824 children in the programs |
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The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study [Executive summary] A summary of findings from an exploration of the validity and reliability of the Assessment of Afterschool Program Practices Tool (APT), an observational measure of quality in after school programs, based on observations conducted in 25 after school programs in Massachusetts and on survey responses from 824 children in the programs |
Executive Summary
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Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers A comparison of lead and assistant teachers on their levels of emotional support, classroom organization, and instructional support, and an examination of the degree to which lead and assistant teachers worked in conjunction with each other across a typical morning, based on data from 14 pairs of Head Start classroom teachers in the Washington, DC, metropolitan area |
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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 |
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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) |
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Behind before they begin: The challenge of early childhood education in rural China An examination of early childhood education (ECE) service delivery in China's poor rural areas that includes student participation rates, student teacher ratio, ECE teacher training, overall quality of the facilities, and child school readiness, and an examination of the relationship between ECE participation and school readiness, based on data from 82 ECE centers in rural villages and 492 households in six counties across three provinces in China |
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Best practices in summer learning programs for middle and high school youth A study to identify best practices in high-quality summer learning programs serving middle school and high school students, based on a literature review, surveys from 25 programs, and follow-up interviews with some programs |
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Breastfeeding support in child care: An international comparison of findings from Australia and the United States A comparison of breastfeeding support for mothers found at the child care settings of Adelaide, Australia and Wake County, North Carolina, based on a survey of several dozen centers in each locality |
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The Camp Program Quality Assessment (Camp PQA): Development and pilot study Findings from an exploration of the development, validity, and reliability of the Camp Program Quality Assessment (Camp PQA), an assessment of day and residential camp setting quality, based on data collected at 20 camps |
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Caregiver-child relationships as a context for continuity in child care Case studies of the caregiver-child relationships of 2 toddlers during their transitions from infant to preschool classrooms in a child care center, based on child-caregiver observations, child developmental reports, and caregiver journals, interviews, and perceptions of their child-caregiver relationships |
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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 |
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Changing educational practice in the early years through practitioner-led action research: An Adult-Child Interaction Project An account of the first two years of a three-year project examining adult-child interactions with preschoolers and tracking the development of teachers' thinking and practice as they engage in practitioner-led research, based on data from 14 teachers working with children aged 6 months to 6 years |
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The characteristics and quality of pre-school education in Spain A study of early care and education center quality, relationships between structural characteristics and process quality, and both teachers' views of quality and the challenges they face as educators, based on data from 25 classrooms serving 4-year-old children, from a random sample of 15 schools in Seville, Spain |
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Child care in the American South: Poverty, costs, and quality A study of the relationship between the use of Quality Rating and Improvement Systems (QRIS) in southern states and family poverty, child care costs, and a variety of related socioeconomic variables, based on data from the National Association of Child Care Resource and Referral Agencies (NACCRRA) and the United States Bureau of Labor Statistics in 2010, for 14 southern states |
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