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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:GEORGIA [remove]; Classification:Child Care & Early Education Quality [remove];
36 results found.|
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Air Force/NACCRRA Quality Family Child Care (QFCC) project: Final report An evaluation of a joint Air Force-National Association of Child Care Resource and Referral Agencies initiative to increase the supply of high-quality family child care in civilian communities near Air Force bases by implementing the Air Force model of family child care among local providers |
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Assessing Child Care Development Fund (CCDF) investments in child care quality A catalog, directory, and report on the evaluations of 104 local and state child care quality improvement initiatives funded through the Child Care Development Fund (CCDF) |
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The child care arrangements of preschool-age children in immigrant families in the United States A comparison of the use of child care arrangements among immigrant families to non-immigrant families |
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Child care for children in poverty: Opportunity or inequality? A study of child care quality in child care centers serving children from low-income families, its relationship to type of center-based programming, and its comparability to child care quality in centers serving upper- and middle-income families, based on data from the nationally representative Profile of Child Care Settings study and the National Child Care Staffing Study, which collected observational data on child care quality in 227 child care centers in five cities |
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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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Child care: Promoting quality in family child care A Government Accounting Office report identifying public and private initiatives to enhance the quality of family child care, the fincancing of initiatives, federal support for quality initiatives, and a discussion of implications for welfare reform |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
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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 |
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Daycare quality and regulation: A queuing-theoretic approach A study of the influence of caregiver to child ratios on the amount of time children spend on-task and the intensity of caregiver attention to child interactions |
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Early childhood reform in seven communities: Front-line practice, agency management and public policy An exploration of reforms to early childhood education and care, with a focus on the characteristics of successful reforms |
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Early education policy alternatives: Comparing quality and outcomes of Head Start and state prekindergarten A study comparing the impact of state prekindergarten and Head Start programs on young children's developmental outcomes by assessing their academic, social and emotional skills as well as program quality |
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Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative The final report from the Preschool Curriculum Evaluation Research initiative, which conducted multi-site experimental evaluations of 14 preschool curricula's impacts on child outcomes (including behavior and early language, literacy, and math skills) at the end of preschool and in kindergarten, and on preschool classroom outcomes (including classroom quality, teacher-child interactions, and instructional practices) |
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Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality A study of differences in teachers' perceptions of prekindergarten children's behavior problems by ethnic group and gender, and a second study of the relationship between both classroom and teacher quality and children's behavior problems, based on a secondary analysis of two multi-state prekindergarten studies |
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Georgia study of early care and education: Child care center findings An investigation of process quality and program characteristics of preschool programs, based on data from a random sample of 112 child care centers in Georgia in 2008-2009 |
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Georgia study of early care and education: Family child care findings A study of the characteristics and quality of family child care programs in Georgia, based on interviews with and observations of 155 family child care providers |
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Georgia study of early care and education: Findings from Georgia’s pre-k program An investigation of process quality and program characteristics prekindergarten programs, based on data from a random sample of 61 programs based in public schools in Georgia in 2008-2009 |
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Improving early childhood education in Georgia: Progress report on year 1 of the Georgia Early Learning Initiative A description of the Georgia Early Learning Initiative (GELI), and findings from Year 1 of the implementation of programs to improve the quality of early childhood education and care workforce |
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In the neighborhood: Programs that strengthen family day care for low-income families A study designed to seek strategies to increase the availability and improve the quality of family day care homes in poor, stressed communities based on a survey of best practice from 10 programs in nine states |
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Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-K programs A study of the quality of Tulsa prekindergarten and Head Start classrooms and a comparison of the quality of classrooms in Tulsa with sample of classrooms from across 11 states, based on observations of 106 public prekindergarten and Head Start classrooms in Tulsa, Oklahoma and data collected from 241 prekindergarten and 25 Head Start classrooms from 11 states |
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Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-k programs A study of classroom climate and academic instruction in public prekindergarten programs in Tulsa, Oklahoma, a comparison of classroom climate and academic instruction in Tulsa prekindergarten classrooms to classroom processes in Head Start and other state prekindergarten classrooms, and an examination of classroom and teacher characteristics associated with variations in classroom climate and academic instruction |
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Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states |
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Measurement of quality in child care centers A study on the influence of regulatable factors on the quality of child 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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Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics An examination of early childhood education classrooms to determine variations in classroom quality as well as differences in program characteristics in terms of teacher characteristics as well as differences in child/adult ratios, program length, and number of enrolled students |
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Poised for shaping results-based early learning systems: A report on child care resource and referral in the United States A national study of child care resource and referral agencies, including services provided to parents and providers, sources and levels of agency funding, and agency data collecting activities, based on a survey of state child care resource and referral agencies |
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