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Current Filters: Resource Type:Reports & Papers [remove]; State:NEW YORK [remove]; Classification:Child Care & Early Education Quality [remove];

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			Assessing Child Care Development Fund (CCDF) investments in child care quality Porter, Toni, 2002 New York: Bank Street College of Education, Institute for a Child Care Continuum. (No longer accessible as of August 16, 2012) 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)	Reports & Papers
			Asymmetric information and the child care market Lim, Youngok, 2006 Unpublished doctoral dissertation, Cornell University, Ithaca, NY A study using data from the Child Care Programs of Excellence (CCPOE) project to examine which types of providers are more likely to participate in a voluntary quality rating system, and the significance of quality in parents' decisions about child care arrangements	Reports & Papers
			At the crossroads: Overcoming concerns to envision possibilities for toddlers in inclusive child care Recchia, Susan L., 2004 Journal of Research in Childhood Education, 19(2), 175-188 A case study describing the experiences of three developmentally delayed children and their caregivers during their first semester in an inclusive child care setting, using data collected through parent interviews, caregiver journals, and child observations	Reports & Papers
			Best practices in summer learning programs for middle and high school youth National Summer Learning Association, Baltimore: National Summer Learning Association. 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	Reports & Papers
			Chemung County school readiness project: Prekindergarten assessment community report: 2007-2008 ECERS-R results Gramiak, Walt, August 2008 (Technical Report and Works in Progress Series: T08-003). Rochester, NY: Children's Institute. An assessment of the classroom quality of prekindergarten programs in Chemung County, New York	Reports & Papers
			Chemung County school readiness project: Prekindergarten assessment community report: 2009-2010 ECERS-R results Taylor, Crystal, September 2010 (Number T10-001). Rochester, NY: Children's Institute. An assessment of the classroom quality of prekindergarten programs in Chemung County, New York	Reports & Papers
			Chemung County School Readiness Project: Prekindergarten assessment community report: 2010-2011 ELLCO results Taylor, Crystal, September, 2011 (No. T11-007). Rochester, NY: Children's Institute. An assessment of the classroom quality of prekindergarten programs in Chemung County, New York, based on observations of 50 classrooms	Reports & Papers
			The child care arrangements of preschool-age children in immigrant families in the United States Brandon, Peter D., 2004 International Migration, 42(2), 65-87 A comparison of the use of child care arrangements among immigrant families to non-immigrant families	Reports & Papers
			Child care oversight: Assuring safety, health and learning in early care and education services Citizens' Committee for Children of New York, 2004 New York: Citizens' Committee for Children of New York. A study of the monitoring and oversight of center based and family child care in New York City, focusing on licensing, staffing, facilities, health, and safety, with quality enhancement recommendations for city and state agencies	Reports & Papers
			Children's classroom engagement and school readiness gains in prekindergarten Chien, Nina C., September/October 2010 Child Development, 81(5), 1534-1549 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)	Reports & Papers
			Clyde-Savannah Central School District: Prekindergarten and kindergarten classroom assessment: 2010-2011 ECERS-R results Taylor, Crystal, October, 2011 (No. T11-012). Rochester, NY: Children's Institute. An assessment of classroom quality in prekindergarten and kindergarten programs in Clyde-Savannah Central School District, New York, based on observations of 3 classrooms	Reports & Papers
			A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators Fabiano, Gregory A., Q2 2013 Early Childhood Research Quarterly, 28(2), 450-460 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
			Cortisol patterns at home and child care: Afternoon differences and evening recovery in children attending very high quality full-day center-based child care Watamura, Sarah, July-August 2009 Journal of Applied Developmental Psychology, 30(4), 475-485 A study of the relationship between measurements of classroom quality and changes in children's cortisol levels at three child care centers in upstate New York which score very highly on a measurement of quality	Reports & Papers
			The development of infant-caregiver relationships in a child care setting Lee, Seung Yeon, 2005 Unpublished doctoral dissertation, Columbia University, New York An exploration of the development of infant-caregiver relationships, based on a sample of three case studies in New York City, using data from observations, interviews, documents, and a researcher journal	Reports & Papers
			Do preschool teachers consider inferences for book discussions? Scheiner, Esther, July 2009 Early Child Development and Care, 179(5), 595-608 An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City	Reports & Papers
			A dynamic framework for understanding the complex work of quality out-of-school-time programs Sabo Flores, Kim, New York: Robert Bowne Foundation. An examination of administrative and program practices that support quality service delivery in 5 out of school time programs that received grants from the Robert Bowne Foundation, and an inquiry into the influence of educational components on program quality	Reports & Papers
			Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative Preschool Curriculum Evaluation Research Consortium, July 2008 (NCER 2008-2009). Washington, DC: National Center for Education Research. 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)	Reports & Papers
			The effects of training on provider childrearing beliefs and family day care quality Castro, Marta M., 2001 Unpublished doctoral dissertation, New School for Social Research, New York An examination of the effects of training for family day care providers on quality of care, child care setting, and providers� beliefs about nurturing and restrictive childrearing practices	Reports & Papers
			Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality Graves, Scott, September, 2011 School Psychology Quarterly, 26(3), 202-214 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	Reports & Papers
			Evidence of program quality and youth outcomes in the DYCD Out-of-School Time Initiative: Report on the initiative's first three years Russell, Christina A., September, 2009 New York: Department of Youth and Community Development. Findings from an evaluation of the third year of the New York City Department of Youth and Community Development's Out-of-School Time Program for Youth (OST) initiative, with a focus on program quality and characteristics and children's outcomes	Reports & Papers
			Explicit and implicit dimensions of adult-child interactions in a quality childcare center Kugelmass, Judy, 2000 Early Childhood Education Journal, 28(1), 19-27 A case study of a highly trained and experienced educator�s understanding of her implicit and explicit interactions with children aged 3 to 5 in a child care center	Reports & Papers
			GRASA after-school assessment: 2011-2012 seventh annual report Story, Moria, October, 2012 (No. T12-015). Rochester, NY: Children's Institute. A study of the quality of after school programs in Rochester, New York, based on 25 program observations at 17 sites	Reports & Papers
			GRASA assessment: 2006-2007 second annual report Gramiak, Walt, September 2007 Rochester, NY: Children's Institute. An annual report of the quality of after school programs in Rochester, New York, based on program observations	Reports & Papers
			GRASA assessment: 2007-2008 third annual report Young-Miller, Gillian M., September 2008 Rochester, NY: Children's Institute. An annual report of the quality of after school programs in Rochester, New York, based on program observations	Reports & Papers
			Greater Rochester After School Alliance (GRASA) after-school assessment: 2008-09 fourth annual report Saweikis, Molly, October 2009 (Number T09-007). Rochester, NY: Children's Institute. An annual report of the quality of after school programs in Rochester, New York, based on program observations	Reports & Papers

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