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Peer Reviewed Journal

Current Filters: Author:Ritchie, Sharon [remove]; Classification:Programs, Interventions & Curricula [remove];

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			Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early, Diane Marie, 2006 Early Childhood Research Quarterly, 21(2), 174-195 An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements	Reports & Papers
			Child care program and teacher practices: Associations with quality and children's experiences Wishard, Alison, 2003 Early Childhood Research Quarterly, 18(1), 65-103 An examination of associations between teacher and program practices and quality and observed child behaviors, based on a sample of 260 children from 22 child care programs designed to serve low income children and families of color in Los Angeles and rural North Carolina	Reports & Papers
			Children's classroom engagement and school readiness gains in prekindergarten Chien, Nina C., September/October 2010 Child Development, 81(5), 1534-1549 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)	Reports & Papers
			A FirstSchool framework for curriculum and instruction New, Rebecca S., 2009 (Issues in PreK-3rd Education No. 7). Chapel Hill, NC: FPG Child Development Institute, FirstSchool. A framework for establishing appropriate, effective curricula in prekindergarten through third grade	Fact Sheets & Briefs
			FirstSchool: A new vision for education Ritchie, Sharon, 2007 In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 85-96). Baltimore: Paul H. Brookes A description of the FirstSchool conceptual educational model for the integration of preschool experiences into the education of children aged 3 to 8 years old	Other
			Improving social relationships in child care through a researcher-program partnership Howes, Carollee, 2004 Early Education and Development, 15(1), 57-78 An evaluation of a relationship-based, year-long intervention in a child care center and its impact on classroom environment, teacher responsivity, and teacher child relationships	Reports & Papers
			Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report Early, Diane Marie, 2005 Chapel Hill, NC: National Center for Early Development & Learning. An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP)	Reports & Papers
			Using developmental science to transform children's early school experiences Maxwell, Kelly, 2009 (Issues in PreK-3rd Education No. 4). Chapel Hill, NC: FPG Child Development Institute, FirstSchool. A discussion of the disconnect between child developmental science and early education programming, with examples of developmental science-informed educational practices	Fact Sheets & Briefs

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