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Current Filters: Resource Type:Other [remove]; Author:Barnett, W. Steven [remove]; Classification:Programs, Interventions & Curricula [remove];

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The battle over Head Start: What the research shows
Barnett, W. Steven, 2002
New Brunswick, NJ: National Institute for Early Education Research.

A summary evaluating the effects and future of Head Start education

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The benefits and costs of Head Start
Ludwig, Jens, 2007
Social Policy Report, 21(3)

A discussion of the long-term benefits and costs of Head Start and state prekindergarten programs

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The benefits of prekindergarten for middle-income children
Schulman, Karen, 2005
New Brunswick, NJ: National Institute for Early Education Research.

A policy report discussing the need for more research on middle income children's risk of being denied quality child care due to eligibility ceilings and if this risk affects their potential for school readiness

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The case for public preschool
Gilliam, Walter S., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 116-120). Baltimore: Paul H. Brookes

A compilation of select arguments for the placement of public prekindergarten programs in public schools throughout the United States

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Classroom-based intervention as a way to support low-income preschoolers' emotional and behavioral development: Pressing challenges and potential opportunities
Raver, C. Cybele, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 104-110). Baltimore: Paul H. Brookes

An overview and summary of a Chicago School Readiness Project experiment on the effects of a teacher training program on both classroom quality and child behavior in Head Start classrooms

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The cognitive/academic emphasis versus the whole child approach: The 50-year debate
Bishop-Josef, Sandra J., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 83-88). Baltimore: Paul H. Brookes

An account of the alternating external pressures for a focus on either academic skills or broader child development goals throughout the history of Head Start

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Debunking Reroute the preschool juggernaut
Barnett, W. Steven, June 04, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A critical commentary on a book exploring the state of children's access to preschool programs and discussing the standards and quality of such programs, with a focus on Head Start and the universal prekindergarten programs in Florida and Oklahoma

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Early childhood education: Pathways to better health
Friedman-Krauss, Allison, April, 2013
(Preschool Policy Brief Issue 25). New Brunswick, NJ: National Institute for Early Education Research.

An examination of children's health outcomes in early childhood education programs and of program features associated with positive health outcomes

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The economic case for targeted preschool programs
Rolnick, Arthur, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 22-26). Baltimore: Paul H. Brookes

A compilation of economic arguments supporting a targeted approach to public early childhood education focusing on children in need instead of a universal availability approach

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Effectiveness of early educational intervention
Barnett, W. Steven, 19 August, 2011
Science, 333, 975-978

An overview of both longitudinal studies and meta-analyses of the effects of enriched preschool education on long-term cognitive, social, and schooling outcomes, a summary of findings from large-scale high quality public programs designed to replicate the results of small-scale programs, commentary on evaluations of Head Start and Early Head Start, and a discussion of conditions necessary to scale-up successful programs

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Expanding access to quality pre-k is sound public policy
Barnett, W. Steven, December, 2013
New Brunswick, NJ: National Institute for Early Education Research.

An overview of research evidence on the relationship of participation in preschool, including publicly-funded programs, to children's developmental outcomes

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Getting the facts right on pre-k and the president's pre-k proposal
Barnett, W. Steven, 25 February, 2013
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of research findings on child developmental and educational outcomes, as well as economic returns, associated with prekindergarten program participation

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Getting the most out of Early Head Start: What has been accomplished and what needs to be done
Love, John M., September, 2010
In R. Haskins & W. S. Barnett (Eds.), Investing in young children: New directions in federal preschool and early childhood policy (pp. 29-37). Washington, DC: Brookings Institution, Center on Children and Families.

A discussion of the impacts of Early Head Start on children at 2, 3, and 5 years old

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Governors' forum on quality preschool: Issue brief series
Wright, Elisabeth, 2003
Washington, DC: National Governors Association, Center for Best Practices.

A series of briefs on research and strategies for governors to use in promoting high quality preschool

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The great balancing act: Optimizing core curricula through playful pedagogy
Hirsh-Pasek, Kathy, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 110-116). Baltimore: Paul H. Brookes

An argument for play-based learning in preschool environments

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Head Start: Strategies to improve outcomes for children living in poverty
Ramey, Craig T., September, 2010
In R. Haskins & W. S. Barnett (Eds.), Investing in young children: New directions in federal preschool and early childhood policy (pp. 59-67). Washington, DC: Brookings Institution, Center on Children and Families.

A discussion of challenges that face the Head Start program and strategies to address them

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The importance of kindergarten-entry academic skills
Duncan, Greg, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 89-93). Baltimore: Paul H. Brookes

A discussion of the differences in later school success of children who attend preschools that focus primarily on academics or on that include significant behavioral, emotional, and social skills components

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Increasing the effectiveness of preschool programs
Ackerman, Debra J., 2006
New Brunswick, NJ: National Institute for Early Education Research.

A review of research on preschool program factors that contribute to program quality and of state preschool program standards, with policy recommendations to increase the effectiveness of preschool programs

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Investing in young children: New directions in federal preschool and early childhood policy
Haskins, Ron, September, 2010
Washington, DC: Brookings Institution, Center on Children and Families.

A discussion of the success of early childhood programs, including Early Head Start, Head Start, and home visiting programs, and policy recommendations for improving them

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Long-term cognitive and academic effects of early childhood education on children in poverty
Barnett, W. Steven, 1998
Preventive Medicine, 27(2), 204-207

A critical review of 38 studies on the long-term effects of early childhood programs on children in poverty, including the effects on their IQ, school achievement and success, a comparison of model and public childhood education programs, the economic consequences of such programs, and the implications for public policy

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Long-term effects of early childhood programs on cognitive and school outcomes
Barnett, W. Steven, 1995
The Future of Children, 5(3), 25-50

An exploration of the relationship between participation in an early childhood program and children?s outcomes, based on a literature review of 36 studies of model demonstration projects and large-scale programs involving low-income children

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Making the most of kindergarten: Present trends and future issues in the provision of full-day programs
Ackerman, Debra J., 2005
New Brunswick, NJ: National Institute for Early Education and Research.

A comparison of half- and full-day kindergarten program trends, activities and outcomes

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New directions for America's early childhood policies
Haskins, Ron, September, 2010
In R. Haskins & W. S. Barnett (Eds.), Investing in young children: New directions in federal preschool and early childhood policy (pp. 1-27). Washington, DC: Brookings Institution, Center on Children and Families.

An overview of federal spending on early childhood programs and a summary of a discussion of the success of these programs and policy recommendations for improving them

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New Jersey's Abbott prekindergarten program: A model for the nation
Frede, Ellen, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 191-196). Baltimore: Paul H. Brookes

An overview of trends in participation, measurements of academic outcomes, and efforts to improve quality in the public preschool programs of New Jersey's Abbott-designated school districts

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NIEER statement on the National Early Literacy Panel findings
Barnett, W. Steven, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A response to and clarification of the implications of a review and synthesis of early literacy research

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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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