Bachelor degrees are best: Higher qualifications for pre-kindergarten teachers lead to better learning environments for children
Whitebook, Marcy, 2003
Washington, DC: Trust for Early Education.
A study highlighting prekindergarten teachers with bachelorís degrees and their direct link to quality in child care and early education
Critical narrative review to identify educational strategies promoting physical activity in preschool
Kreichauf, Susanne, March, 2012
Obesity Reviews, 13(s1), 96-105
A review of findings from nineteen studies that implemented and evaluated the effect of increasing time for physical activity during preschool, in the context of obesity prevention programs
Early intervention with children at risk of emotional/behavioral disorders: A critical examination of methodology and practices
Hester, Peggy P., November 2003
Education and Treatment of Children, 26(4), 362-381
A review of research of early intervention programs and practices aimed at young children at risk of emotional and behavioral disorders, examining conduct of intervention (participants' ages, types of measures, effectiveness) as well as a discussion of suggestions for future research
Effective literacy teaching for English-language learners
Shanahan, Timothy, 2006
In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 415-488). Mahwah, NJ: Lawrence Erlbaum Associates
A review of evaluations of instructional practices for English-language learners using either a comprehensive approach to literacy development or a targeted approach to develop specific emergent literacy skills
Evaluations of after-school programs: A meta-evaluation of methodologies and narrative synthesis of findings
Scott-Little, Catherine, 2002
American Journal of Evaluation, 23(4), 387-419
A review of literature examining the characteristics of after school evaluation studies that have been made public, conform to evaluation standards, and requirements and suggest the effectiveness of after school programs
Expanded learning opportunities programs: A review of research and evaluations on participant outcomes in school readiness and after-school programs
Brown, Elizabeth Glyn, 2003
Greensboro, NC: SERVE.
A review of the research and literature associated with two types, school readiness initiatives and after-school programs, of Expanded Learning Opportunities (ELO) programs, which provide care and learning opportunities for children before kindergarten or outside the school day
Expanding time for learning both inside and outside the classroom: A review of the evidence base
Redd, Zakia, August, 2012
Washington, DC: Child Trends.
A review of research on program models that expand learning for children through extended school days, extended school years, and expanded learning opportunities during out-of-school time hours
Family literacy: Schools and families of young children working together
Jayatilaka, Jennifer, 2001
Australian Journal of Early Childhood, 26(2), 20-24
A proposal for the collaboration of schools and families with young children to develop literacy skills, and a discussion of the implications of family literacy
The impact of daycare programs on child health, nutrition and development in developing countries: A systematic review
Leroy, Jef L., September, 2011
(Systematic Review 007). New Delhi, India: International Initiative for Impact Evaluation.
A review of research from developing countries on the impact of preschool programs on child health, nutrition, and development, as well as an examination of demand for programs and of pathways through which programs may influence child development, based on a systematic search for experimental and quasi-experimental studies published after 1980 with controls for self-selection of program participation
Improving the lives of adolescents and young adults: Out-of-school time programs that have significant positive impacts
Child Trends, July, 2012
(Publication No. 2012-12). Washington, DC: Child Trends.
A review of the impact of out-of-school time programs on adolescents' and young adults' behavior problems, substance use, reproductive health, socioemotional health, life skills, education, and physical health, based on random assignment studies of 43 out-of-school time programs
Language of instruction
Francis, David J., 2006
In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 365-413). Mahwah, NJ: Lawrence Erlbaum Associates
An overview of research studies on the impact of the language of instruction on childrenís second-language development, including studies of programs instructed in English only, English and a second language, and French Immersion
Literacy instruction for language-minority children in special education settings
August, Diane, 2006
In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 523-553). Mahwah, NJ: Lawrence Erlbaum Associates
An examination of studies on literacy instruction for second-language learners in special education programs
Literature review part 1: Television can teach: Elements of effective educational television
Wainwright, Deborah K., 28 November, 2006
Philadelphia: University of Pennsylvania, Children's Media Lab. (No longer accessible as of January 18, 2013).
A review of research on the components of educational television for young children that effectively promote child development
Literature review part 2: Teaching language and literacy on television
Linebarger, Deborah L., 28 November, 2006
Philadelphia: University of Pennsylvania, Children's Media Lab. (No longer accessible as of December 10, 2012).
A review of research on the role that educational television for young children can play in promoting early language and literacy development
Literature review part 3: Supplementing television: What enhances or detracts from the power of television to teach
Linebarger, Deborah L., 22 January, 2007
Philadelphia: University of Pennsylvania, Children's Media Lab.
A review of research on the relationship of child characteristics, adult support, and supplemental materials to the effectiveness of educational television for young children
A meta-analysis of classroom-wide interventions to build social skills: Do they work?
January, Alicia M., June, 2011
School Psychology Review, 40(2), 242-256
A meta-analysis of research on classroom-wide interventions for the improvement of social skills, based on data from 28 peer-reviewed journal articles published between 1981 and 2007
Meta-analysis of the effects of early education interventions on cognitive and social development
Camilli, Gregory, March 2010
Teachers College Record, 112(3), 579-620
A study of the effects of early childhood interventions on children's cognitive development, social development, and school progress, based on a meta-analysis of 123 comparative quasi-experimental and randomized studies published between 1960 and 2000
The preschool: Setting for applied behavior analysis research
Essa, Eva L., 1978
Review of Educational Research, 48(4), 537-575
An applied behavior analysis of the management and modification of deviant behavior to increasing academic competence in preschool settings
Qualitative studies of classroom and school practices
August, Diane, 2006
In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 489-522). Mahwah, NJ: Lawrence Erlbaum Associates
An overview of qualitative research on instructional techniques and programs adopted by schools to aid in the literacy development of second-language learners
Recognition and Response: An early intervening system for young children at-risk for learning disabilities: Research synthesis and recommendations
Coleman, Mary Ruth, 2006
Chapel Hill, NC: FPG Child Development Institute.
A review of research on the Response to Intervention (RTI) model for school-age children at risk for learning disabilities used to inform the development of the Recognition and Response early intervention system for preschool-age children
The role of organizational context and external influences in the implementation of evidence-based programs: Report III
Metz, Allison J. R., August, 2008
Washington, DC: Child Trends.
A review of research on practices--including organizational administrative practices, system-level partnerships, and data systems to support informed decisionmaking--that facilitate the implementation of evidence-based practices in out-of-school time programs
Searching for evidence-based practice: A review of the research on educational interventions for intellectually gifted children in the early childhood years
Walsh, Rosalind L., June, 2012
Journal for the Education of the Gifted, 35 (2), 103-128
A review of 11 reports on the outcomes of educational interventions for intellectually gifted children in the early childhood years
Setting the stage for a Youth Development Associate credential
Dennehy, Julie, 2006
Houston, TX: Cornerstones For Kids.
A review of efforts to create a professional credential for workers in out-of-school time child care programs
Strategies for obesity prevention in child care settings: A literature review
Eksambi, Sameena H., May 2010
Unpublished masterís thesis, The University of Texas, Houston
A literature review of 16 articles that examine health promotion interventions to prevent overweight and obesity in young children, 2- through 5-years of age, in preschool, center based child care, and kindergarten, as well as two reports of interventions in Head Start centers
Supporting employers in Canada's ECEC sector: Literature review report
Child Care Human Resources Sector Council, 2008
Ottawa, Ontario, Canada: Child Care Human Resources Sector Council.
A review of documents and research related to human resources issues in the early childhood education and care sector in Canada, including recruitment and retention, ongoing professional development, compensation, public attitudes toward the profession, policy and funding, workforce health and well-being, aboriginal children and families, inclusion of children with special needs, workforce diversity, and gender