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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in two years [remove]; State:NEW YORK [remove]; Full Text:no [remove]; Classification:Programs, Interventions & Curricula [remove];
52 results found.|
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The affective bond between preschool aged children and mentors A study on the effects of mentoring relationships on preschool age children’s behavior within the context of Head Start programs |
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After-school programs and high school success: Analysis of post-program educational patterns of former middle-grades TASC participants A study of the relationship of participation in after school programs in New York City middle schools to educational engagement and performance in high school, based on comparisons of program participants to nonparticipants attending middle schools with after school programs and to students attending middle schools without after school programs |
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Approaching the problem of early childhood teacher turnover: Universal pre-K teachers' work attitudes and turnover intentions and their relationship to policy-amenable teacher characteristics An examination of universal prekindergarten teachers' work attitudes and turnover intentions in terms of their relations with teacher characteristics, public and institutional policies, and job position in the program |
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Beating the odds from 3 to 6 P.M.: Evaluation results from the TASC After-School Program’s first year: Preliminary report An evaluation of the after school program implemented in 50 New York City schools by The After-School Corporation (TASC), including documentation of program characteristics and measurement of participants’ experiences |
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Building quality and supporting expansion of after-school projects: Evaluation results from the TASC after-school program’s second year An evaluation of the after school programs implemented in by The After-School Corporation (TASC) at schools in New York State, including information on recruitment and retention of student participants and staff, building relationships with the school and community, use of financial, space, and other resources, and curricula, activities, and services offered by the programs |
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Building quality, scale, and effectiveness in after-school programs: Summary report of the TASC evaluation A longitudinal survey-based evaluation of The After-School Corporation (TASC) after school programs, with assessments of program quality, participant benefits, and the relative value of different program characteristics |
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Comparing universal and targeted prekindergarten programs A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms |
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Does prekindergarten experience influence children's subsequent educational development?: A study of kindergarten teachers' perceptions and students' performances A brief exploration of the correlation between children?s prekindergarten experiences and their educational readiness to attend kindergarten, based on a survey of 55 kindergarten teachers and an assessment of 346 kindergarteners in a high-risk, urban school district in Upstate New York |
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Dynamic assessment as an intervention for emergent literacy in Head Start An evaluation of a dynamic assessment designed to help Head Start teachers emphasize emergent literacy while assessing individual children's achievements |
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Early effects of the Healthy Steps for Young Children program An evaluation of the implementation and effects of The Healthy Steps for Young Children Program for children aged 2 to 4, focusing on services received, satisfaction with services, and parent practices |
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Effect of early educational intervention on younger siblings: The Infant Health and Development Program A study of the relationship between participation of an older sibling in an early intervention program and the younger sibling's measures of intelligence, youth behavioral problems, and expectations of the future, based on data from the Infant Health and Development Program (IHDP), an eight-site randomized trial of three years of early education for premature low-birth-weight infants who were followed up through age 18, and 229 siblings of participating children born within 5 years of the IHDP study participants |
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Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation |
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The effects of Head Start and preschool on kindergarten children A non-experimental study comparing the effects of Head Start and other prekindergarten programs on kindergarten children's school readiness |
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Effects of a preschool music and movement curriculum on children’s language skills An examination of the influence of children’s receipt of a music curriculum on their language skills, based on a sample of 207 children and 27 teachers from 3 Head Start programs in a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York |
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Emergent literacy and parent-child reading in Head Start families: The implementation and evaluation of a multigenerational reading program An exploration of the role of parent involvement in the development of children’s emergent literacy skills, based on 135 parent-child pairs enrolled in a Head Start program who participated in the implementation of a multi-generational reading program |
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Evaluation of the TASC After-School Program: Summary of year 2 findings regarding after-school staff A survey of the staff demographics, staff recruitment strategies, and job satisfaction levels among the staffs of after school programs in New York City schools partnering with The After-School Corporation (TASC) |
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Evaluation of the TASC After-School Program: Summary of year 2 findings regarding principals A survey of principals partering with The After School Corporation (TASC) to determine their goals for after school programs in their schools and their satisfaction with TASC programming after the corporation’s second year of partnership with schools in New York City |
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Even Start: Facilitating transitions to kindergarten A study describing the transition-to-school strategies implemented by the Even Start Family Literacy Program, identifying the most successful of these strategies, and providing data and recommendations to improve the design of transition strategies, based on data collected on Even Start projects operating in 1993-1994 and from site visits to five projects showing promising transition strategies |
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An examination of changes in classroom teacher behaviors when implementing an individualized behavior support plan for a preschooler with challenging behavior A case study of 4 early childhood staff member’s implementation of a behavior support plan in a Head Start classroom, the relationship between teacher behaviors and changes in a child's behavior, teachers’ views on the feasibility, value of the behavior strategies, and the helpfulness of professional development |
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An examination of child care subsidies and their impact on families with infants and toddlers A qualitative investigation of the influence of child care subsidy policy on the lives of low-income parents and families, based on interviews with parents receiving Temporary Aid to Needy Families (TANF), Early Head Start and Head Start professionals, administrators, and social service professionals |
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Head Start-child care partnership study An evaluation the establishment of Head Start collaboration offices designed to hasten cooperation among Head Start programs via the case study method |
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Head Start children at risk for emotional and behavioral disorders: An examination of personal and programmatic characteristics An examination of the screening procedures used to identify emotional behavioral disorders in Head Start children, comparing the results of a developmental screening instrument with results of a generic screening tool; intervention procedures after diagnosis were also examined |
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Implementing New York's universal pre-kindergarten program: An exploratory story of systemic impacts A study of the effects of the partial implementation of New York State's universal pre-kindergarten on the surrounding child care market, specifically in the areas of enrollment and teacher recruitment and retention, as perceived by 46 directors of private community-based child care centers and preschools not receiving state funds |
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Implementing a state-wide universal prekindergarten program: A New York City case study A case study of the implementation of a state-wide universal prekindergarten program in a New York City public school district, based on interviews with individuals who were deeply or significantly involved with the program |
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Implementing a state-wide universal prekindergarten program: A small city case study A case study of the implementation of a state-wide universal prekindergarten program in a public school district in a small, upstate New York city, based on interviews with members of the early education community in the school district |
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