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Current Filters: State:MASSACHUSETTS [remove]; Classification:Sponsorship [remove];

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All together now: State experiences in using community-based child care to provide pre-kindergarten
Schumacher, Rachel, 2005
Washington, DC: Center for Law and Social Policy.

A discussion of the findings from a survey of 29 states conducted by the Center for Law and Social Policy (CLASP), which examined the policies, opportunities, and challenges associated with including community based child care providers as part of the states' prekindergarten programs

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All together now: State experiences in using community-based child care to provide pre-kindergarten
Schumacher, Rachel, 2005
Paper presented at the the Brookings Institution-University of North Carolina conference on Creating a national plan for the education of 4-year-olds, Washington, DC.

A discussion of the findings from a survey of 29 states that examines the policies, opportunities, and challenges associated with including community-based child care providers in states' prekindergarten programs

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Comprehensive school reform: An implementation study of preschool programs in elementary schools
Desimone, Laura, 2004
Elementary School Journal, 104(5), 369-389

A discussion of the implementation of preschool programs in elementary schools, based on information gathered from focus group interviews with 42 preschool and kindergarten teachers and 53 parents from 10 schools in 5 states

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The cost and quality of full day, year-round early care and education in Massachusetts: Preschool classrooms
Marshall, Nancy L., 2001
Wellesley Centers for Women and Abt Associates Inc.

A report that examines the state of preschool-age, community-based child care in Massachusetts, with findings on quality of care, cost of care, and the relationship between quality and cost.

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Sound bites won't prepare the next generation: Early childhood teacher education policy public-private divide in Massachusetts
Abbate-Vaughn, Jorgelina, January 2011
Educational Policy, 25(1), 215-239

A case study of Massachusetts' policies that govern the credentialing of early childhood teachers, and a study of the consequences of the polices, based on a review of relevant documents and interviews conducted at 30 public and private facilities

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Teacher-child interaction and child-care auspices as predictors of social outcomes in infants, toddlers, and preschoolers
McCartney, Kathleen, 1997
Merrill-Palmer Quarterly, 43(3), 426-450

A study of the association between teacher-child interaction and children's social outcomes in infants and toddlers enrolled in 120 faith-based, for-profit and nonprofit center-based child care in three states (Massachusetts, Virginia, and Georgia)

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Tools for student parent success: Varieties of campus child care
Boressoff, Todd, March, 2012
(C393). Washington, DC: Institute for Women's Policy Research.

An examination of approaches to providing child care services at institutions of higher education, based on Internet searches, brief surveys of members of a campus child care organization listserv, and interviews with leaders in the field

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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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