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Current Filters: Resource Type:Other [remove]; New in five years [remove]; Pub Year:2000 [remove]; Full Text:yes [remove]; Classification:Programs, Interventions & Curricula [remove];

16 results found.
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Child care quality: An overview for parents
Patten, Peggy, 2000
(ERIC Digest No. EDO-PS-00-14). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

A primer of childcare quality issues written for parents

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Culturally and linguistically sensitive practices in motor skills interventions for young children
Bhagwanji, Yash, 2000
(CLAS Technical Report No. 1). Champaign: University of Illinois at Urbana-Champaign, Early Childhood Research Institute on Culturally and Linguistically Appropriate Services.

An inquiry into the factors that influence the development of children’s motor skills, and the sensitivity of these factors to culturally and linguistically diverse practices

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Early childhood education and care: An overview of developments in the OECD countries
Kamerman, Sheila B., 2000
International Journal of Educational Research, 33(1), 7-29

An overview and historical analysis of the major early education and care policies and programs in OECD countries (Australia, Austria, Belgium, Denmark, Finland, France, Germany, Ireland, Italy, Japan, Luxembourg, Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, United Kingdom, United States) and a discussion of the quality and quantity of care provided

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The effects of summer school: Questions answered, questions raised
Borman, Geoffrey D., 2000
Monographs of the Society for Research in Child Development, 65(1), 119-127

An inquiry into the influence of summer school on the outcomes of children, based on a literature review of studies evaluating the effects of summer school on children’s development

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Enhancing preschool education in Hong Kong
Rao, Nirmala, 2000
International Journal of Early Childhood, 32(2), 1-11

An overview of the preschool education system in Hong Kong, with a focus on obstacles in the delivery of preschool services

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Evaluating child and family demonstration initiatives: Lessons from the Comprehensive Child Development Program
Gilliam, Walter S., 2000
Early Childhood Research Quarterly, 15(1), 41-59

A discussion of alleged shortcomings in both implementation and evaluation of the comprehensive Child Development Program that addresses the roles of demonstration projects and their evaluations, the problems associated the evaluation of programs early in their implementation, the importance of assuring appropriate treatment quantity and quality, and the judicious use and interpretation of large-scale randomized evaluations

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Financing after-school programs
Halpern, Robert, 2000
Washington, DC: Finance Project.

A summary of strategies for funding after-school programs using federal, state, or private funding

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Finding funding: A guide to federal sources for out-of-school-time and community school initiatives
Reder, Nancy, 2000
Washington, DC: Finance Project.

A guide to federal funding sources for out-of-school time programs and community schools designed to teach policymakers, program leaders, system-building advocates and others how to take advantage of federal funding opportunities

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Giving children the earliest head start: Developing an individualized approach to high quality services for pregnant women
Early Head Start National Resource Center (Washington, D.C.), 2000
(Technical Assistance Paper No. 3). Washington, DC: Early Head Start National Resource Center.

A technical assistance paper outlining Head Start Program Performance Standards specifying supports and services that must be offered to expectant families enrolled in Head Start programs serving pregnant women, including comprehensive prenatal and postpartum health care, prenatal education, and breastfeeding education and accommodations

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Inclusion of children with special needs in school-age child care programs
Hall, Alice H., 2000
Early Childhood Education Journal, 27(3), 185-190

A discussion of the challenges in coordinating inclusive school-age child care (SACC) programs for children with disabilities

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Preschool education: Federal investment for low-income children significant but effectiveness unclear: Statement of Marnie S. Shaul, Associate Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division
Shaul, Marnie, 2000
(GAO/T-HEHS-00-83). Washington, DC: U.S. General Acounting Office.

A testimony summarizing and describing major federally funded preschool education programs for low income children

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Preschool inclusion: What we know and where we go from here
Odom, Samuel L., 2000
Topics in Early Childhood Special Education, 20(1), 20-27

A discussion of preschool inclusion, including effects on developmental outcomes, social integration patterns, placement, definition, quality, teacher/family attitudes, policy issues, and community/cultural influences

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The promise of after-school programs for low-income children
Halpern, Robert, 2000
Early Childhood Research Quarterly, 15(2), 185-214

A review discussion of the field of after-school programs, particularly those serving low income children, specifically focusing on major tensions in and surrounding this field with suggestions for facing these challenges

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Providing quality afterschool learning opportunities for America's families
de Kanter, Adriana, 2000
Washington, DC: U.S. Department of Education.

An overview of 21st Century Community Learning Centers, a quality afterschool learning initiative sponsored by the US Department of Education under the Clinton Administration

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Safe start: How early experiences can help reduce violence
Hawley, Theresa, 2000
Chicago: Ounce of Prevention Fund.

A overview of the impact of how early experiences can help reduce violence by a public/private partnership to promote the well-being of children and adolescents

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Synthesis of local and state Even Start evaluations
United States. Department of Education. Planning and Evaluation Service, 2000
Washington, DC: U.S. Department of Education, Planning and Evaluation Service.

A review of state and local Even Start evaluations, including descriptions of the types of evaluations that were conducted, outcomes of Even Start programs, and guidance on improving state and local evaluations

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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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