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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:OHIO [remove]; Classification:Process Quality [remove];
9 results found.|
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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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Cuyahoga County child care quality study 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 |
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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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Perspectives from the field: Attitudes, beliefs, and the practice of time out with preschool children An investigation and detailed description of the practice of "time out" in preschool, including early childhood teachers' perceptions of "time out" and the quality of teachers’ choices regarding its use, based on responses to a comprehensive written survey of 151 lead preschool teachers at 18 randomly selected programs in Hamilton County, Ohio |
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A phenomenological investigation of the pedagogy of family child care An exploration of the pedagogical relationship between family child care providers and children in their care |
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Preschool teachers' sense of community, instructional quality, and children's language and literacy gains A study of the relationship between teacher sense of community and both the language and print concepts gains of students, and an examination of the moderating influence of instructional quality, based on data collected from the classrooms of 75 public prekindergarten or Head Start teachers in two states |
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Reggio Emilia, Vygotsky, and family childcare: Four American providers describe their pedagogical practice A qualitative exploration of common themes in family child care providers' knowledge about children's learning processes emerging from interviews with a convenience sample of 4 providers |
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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors An investigation of the effects of teacher and classroom characteristics on their ratings of preschool socioemotional competence using data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 |
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Teachers' emotional support consistency predicts children's achievement gains and social skills A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms |
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