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Current Filters: Author:Bryant, Donna M. [remove]; Classification:Process Quality [remove];

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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.

			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
			Cuyahoga County child care quality study Peisner-Feinberg, Ellen S., February, 2008 Cleveland, OH: Case Western Reserve University, Mandel School of Applied Social Sciences. An assessment of the quality of early childhood education and care programs available to three- to five-year-old children, Ohio, based on a sample of 177 classrooms in child care centers, preschool programs, and Head Start centers in Cuyahoga County	Reports & Papers
			Cuyahoga County child care quality study [Executive summary] Peisner-Feinberg, Ellen S., February, 2008 Cleveland, OH: Case Western Reserve University, Mandel School of Applied Social Sciences. A summary of an assessment of the quality of early childhood education and care programs available to three- to five-year-old children, Ohio, based on a sample of 177 classrooms in child care centers, preschool programs, and Head Start centers in Cuyahoga County	Executive Summary
			Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction? Pianta, Robert C., 2005 Applied Developmental Science, 9(3), 144-159 An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher�child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs	Reports & Papers
			Georgia study of early care and education: Child care center findings Maxwell, Kelly, December 2009 Chapel Hill, NC: FPG Child Development Institute. 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	Reports & Papers
			Georgia study of early care and education: Findings from Georgia�s pre-k program Maxwell, Kelly, December 2009 Chapel Hill, NC: FPG Child Development Institute. 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	Reports & Papers
			Georgia study of early care and education: Findings from Georgia�s pre-k program: Executive summary Maxwell, Kelly, December 2009 Chapel Hill, NC: FPG Child Development Institute. A summary of 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	Executive Summary
			How do pre-kindergarteners spend their time?: Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms Early, Diane Marie, Q2 2010 Early Childhood Research Quarterly, 25(2), 177-193 An examination of the relationships between the proportion of children�s time in various settings, activities, and in teaching interactions and to ethnicity, gender, and family income from classroom observations of 2061 children in 652 state-funded prekindergarten programs in 11 states	Reports & Papers
			Quality matters: Assessing the quality of early care settings in Cuyahoga County Peisner-Feinberg, Ellen S., January 2009 (Research Summary No. 09-02). Cleveland, OH: Mandel School of Applied Social Sciences (Case Western Reserve University), Center on Urban Poverty and Community Development. A description of an investigation of child care quality in Cuyahoga County, Ohio, based on assessments of 177 classrooms providing child care and early education classrooms for children aged 3 to 5 years old	Fact Sheets & Briefs
			Quality of prekindergarten: What families are looking for in public sponsored programs Barbarin, Oscar, 2006 Early Education and Development, 17(4), 619-642 A description of the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs, with a comparison of educators� and families� concepts of quality	Other
			The relations of observed pre-k classroom quality profiles to children's achievement and social competence Curby, Timothy W., March 2009 Early Education and Development, 20(2), 346-372 A study of the relationship between the growth in social and academic competence of children in the prekindergarten year and the level of emotional support measured in classroom teacher-child interactions, based on data collected about 2,028 prekindergarten children from several states	Reports & Papers
			Smart Start and child care in North Carolina: Effects on quality and changes over time Bryant, Donna M., 2002 Chapel Hill, NC: FPG Child Development Institute. A longitudinal investigation into the links between the implementation of Smart Start and the quality of child care in North Carolina, using data gathered through staff interviews and observations using the Early Childhood Environment Rating Scale (ECERS) of 180 child care centers from twelve participation sites	Reports & Papers

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