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Current Filters: Pub Year:2009 [remove]; Classification:Structural Quality [remove];

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Afterschool and the environment: A natural fit
Afterschool Alliance, January 2009
(Issue Brief No. 35). Washington, DC: Afterschool Alliance.

A discussion of the benefits of outdoor after school programs on children's health and development, and a profile of programs and initiatives incorporating out of school time programming with the outdoors

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Improve child care ratios and group sizes
Center for Law and Social Policy, March, 2009
Washington, DC: Center for Law and Social Policy.

State policy recommendations for ensuring small child-adult ratios and group sizes for infants and toddlers in child care centers and family child care homes

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Ratios for four and five year olds: What does the research say? What else is important?
Friendly, Martha, 2009
Toronto, Ontario, Canada: University of Toronto, Childcare Resource and Research Unit.

An overview of child-staff ratio regulations in Canadian center-based child care and kindergarten classrooms and of the relationship of child-staff ratios to global and process quality and to child outcomes

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Region 3 Data Report 2008
Child Care Circuit, 2009
Beverly, MA: Child Care Circuit.

Overviews of child care supply and quality in Region 3 of Massachusetts, and the professional development and child care referral services provided by the Child Care Circuit

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What do teacher-child interactions in early childhood classrooms in India look like?: Teachers' and parents' perspectives
Joshi, Arti, April 2009
Early Child Development and Care, 179(3), 285-301

A study of teacher and parent opinions about the relationship between structural quality (specifically class size and teacher training, experience, and satisfaction) and the quality of teacher-child interactions, based on the survey responses of self-selected samples of 65 teachers and 173 parents from greater Pune

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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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