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Child care experiences in low-income communities: Developmental quality and maternal views
Li-Grining, Christine P., 2006
Early Childhood Research Quarterly, 21(2), 125-141

A study of child care quality in low-income urban communities, including types of child care used and degree to which settings met children’s and mothers’ needs, based on data from a longitudinal welfare study: Welfare, Children, and Families: A Three-City Study

Reports & Papers

Cross-sectional predictors of reading to young children among participants in the Texas WIC program
Harris, Karol Kaye, Spring 2007
Journal of Research in Childhood Education, 21(3), 254-268

An analysis of survey data from a sample of 600 mothers visiting selected Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics in Texas in 2003, on their knowledge, attitudes, and behaviors concerning reading to their young children

Reports & Papers

Family-school connectedness and children's early social development
Serpell, Zewelanji Natashya, February, 2012
Social Development, 21(1), 21-46

An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers

Reports & Papers

Fort Worth After School
King, Terri, October, 2011
(Fort Worth Independent School District Accountability & Data Quality Research Briefs Vol. 1, No. 1). Fort Worth, TX: Fort Worth Independent School District.

A comparison of the educational involvement, attitudes, and perceptions of parents whose children do and do not participate in Fort Worth After School, a publicly-funded program in Fort Worth, Texas, based on survey responses from 16,051 parents

Reports & Papers

The home instruction for parents of preschool youngsters program's relationship with mother and school outcomes
Johnson, Ursula Y., September, 2012
Early Education and Development, 23(5), 713-727

An investigation of the relationship between participation in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program and mothers' involvement in education at home and school, student school readiness in kindergarten, and student academic outcomes in third grade, with a comparison of HIPPY and non-HIPPY 5-year-olds in terms of enrollment rates in prekindergarten, attendance rates in kindergarten, and kindergarten retention, and a comparison of former HIPPY participants in third grade and non-former HIPPY students in terms of scores on state math and reading achievement tests, based on data from a longitudinal study of 2 north Texas HIPPY sites

Reports & Papers

Lunch Is In The Bag: Increasing fruits, vegetables, and whole grains in sack lunches of preschool-aged children
Sweitzer, Sara J., July 2010
Journal of the American Dietetic Association, 110(7), 1058-1064

A study of the effect of participation in Lunch Is In The Bag, a five week parent and teacher intervention, on the number of servings of fruits, vegetables, and whole grains in children’s lunches, based on data from 132 parent-child dyads in 6 child care centers, with 3 randomly assigned to offer the intervention

Reports & Papers

Parent involvement in pre-school settings including: Child care, pre-kindergarten, and Head Start programs
Casares, Nora E., 2005
Unpublished master's thesis, Texas A&M University, Kingsville

A survey-based study of Texan parents to examine facilitators and barriers to parental involvement in different types of preschool settings (child care, prekindergarten, Head Start) as well as an investigation into the benefits of parental involvement

Reports & Papers

Readiness beliefs of parents of kindergarten age-eligible children enrolled in NAEYC-accredited programs
Hatcher, Vinnie Beth Gill, 2005
Unpublished doctoral dissertation, Texas Women's University, Denton

An interview-based study of parents of young children enrolled in NAEYC-accredited preschool programs in terms of their beliefs about school readiness, how these beliefs influence kindergarten entry decisions, and the impact of social/cultural contexts on their beliefs

Reports & Papers

Strengthening Latino parental involvement forming community-based organizations/school partnership
Osterling, Jorge P, 2004
NABE Journal of Research and Practice, 2(1), 270-284

A discussion of the use of partnerships between schools and Latino community-based organizations to improve the involvement of Latino parents in children’s schooling

Reports & Papers

The study of children in family child care and relative care: Highlights of findings
Galinsky, Ellen, 1994
New York, NY: Families and Work Institute.

A presentation of findings from a study on parents' definition of quality in informal child care settings, and an examination of how those measure identified impact quality, based on a sample of 820 mothers, 225 children, and 226 child care providers from San Fernando/Los Angeles, California, Dallas/Fort Worth, Texas, and Charlotte North Carolina

Reports & Papers

Teaching low-income mothers to teach their children
Johnson, Dale L., 1996
Early Childhood Research Quarterly, 11(1), 101-114

A study of the effectiveness of the Avance Parent-Child Education Program, which teaches low-income Mexican-American mothers of infants child care techniques to use for teaching their own children

Reports & Papers

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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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			Child care experiences in low-income communities: Developmental quality and maternal views Li-Grining, Christine P., 2006 Early Childhood Research Quarterly, 21(2), 125-141 A study of child care quality in low-income urban communities, including types of child care used and degree to which settings met children’s and mothers’ needs, based on data from a longitudinal welfare study: Welfare, Children, and Families: A Three-City Study	Reports & Papers
			Cross-sectional predictors of reading to young children among participants in the Texas WIC program Harris, Karol Kaye, Spring 2007 Journal of Research in Childhood Education, 21(3), 254-268 An analysis of survey data from a sample of 600 mothers visiting selected Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics in Texas in 2003, on their knowledge, attitudes, and behaviors concerning reading to their young children	Reports & Papers
			Family-school connectedness and children's early social development Serpell, Zewelanji Natashya, February, 2012 Social Development, 21(1), 21-46 An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers	Reports & Papers
			Fort Worth After School King, Terri, October, 2011 (Fort Worth Independent School District Accountability & Data Quality Research Briefs Vol. 1, No. 1). Fort Worth, TX: Fort Worth Independent School District. A comparison of the educational involvement, attitudes, and perceptions of parents whose children do and do not participate in Fort Worth After School, a publicly-funded program in Fort Worth, Texas, based on survey responses from 16,051 parents	Reports & Papers
			The home instruction for parents of preschool youngsters program's relationship with mother and school outcomes Johnson, Ursula Y., September, 2012 Early Education and Development, 23(5), 713-727 An investigation of the relationship between participation in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program and mothers' involvement in education at home and school, student school readiness in kindergarten, and student academic outcomes in third grade, with a comparison of HIPPY and non-HIPPY 5-year-olds in terms of enrollment rates in prekindergarten, attendance rates in kindergarten, and kindergarten retention, and a comparison of former HIPPY participants in third grade and non-former HIPPY students in terms of scores on state math and reading achievement tests, based on data from a longitudinal study of 2 north Texas HIPPY sites	Reports & Papers
			Lunch Is In The Bag: Increasing fruits, vegetables, and whole grains in sack lunches of preschool-aged children Sweitzer, Sara J., July 2010 Journal of the American Dietetic Association, 110(7), 1058-1064 A study of the effect of participation in Lunch Is In The Bag, a five week parent and teacher intervention, on the number of servings of fruits, vegetables, and whole grains in children’s lunches, based on data from 132 parent-child dyads in 6 child care centers, with 3 randomly assigned to offer the intervention	Reports & Papers
			Parent involvement in pre-school settings including: Child care, pre-kindergarten, and Head Start programs Casares, Nora E., 2005 Unpublished master's thesis, Texas A&M University, Kingsville A survey-based study of Texan parents to examine facilitators and barriers to parental involvement in different types of preschool settings (child care, prekindergarten, Head Start) as well as an investigation into the benefits of parental involvement	Reports & Papers
			Readiness beliefs of parents of kindergarten age-eligible children enrolled in NAEYC-accredited programs Hatcher, Vinnie Beth Gill, 2005 Unpublished doctoral dissertation, Texas Women's University, Denton An interview-based study of parents of young children enrolled in NAEYC-accredited preschool programs in terms of their beliefs about school readiness, how these beliefs influence kindergarten entry decisions, and the impact of social/cultural contexts on their beliefs	Reports & Papers
			Strengthening Latino parental involvement forming community-based organizations/school partnership Osterling, Jorge P, 2004 NABE Journal of Research and Practice, 2(1), 270-284 A discussion of the use of partnerships between schools and Latino community-based organizations to improve the involvement of Latino parents in children’s schooling	Reports & Papers
			The study of children in family child care and relative care: Highlights of findings Galinsky, Ellen, 1994 New York, NY: Families and Work Institute. A presentation of findings from a study on parents' definition of quality in informal child care settings, and an examination of how those measure identified impact quality, based on a sample of 820 mothers, 225 children, and 226 child care providers from San Fernando/Los Angeles, California, Dallas/Fort Worth, Texas, and Charlotte North Carolina	Reports & Papers
			Teaching low-income mothers to teach their children Johnson, Dale L., 1996 Early Childhood Research Quarterly, 11(1), 101-114 A study of the effectiveness of the Avance Parent-Child Education Program, which teaches low-income Mexican-American mothers of infants child care techniques to use for teaching their own children	Reports & Papers