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Current Filters: Pub Year:2010 [remove]; Classification:Kindergarten [remove];

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			Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) Carlson, Elaine, October 2010 (NCSER 2011-3000). Washington, DC: National Center for Special Education Research. A study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS)	Reports & Papers
			Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary] Carlson, Elaine, October 2010 (NCSER 2011-3000). Washington, DC: National Center for Special Education Research. A summary of a study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS)	Executive Summary
			ACF/OPRE report: Data tables for FACES 2006 Head Start children go to kindergarten report United States. Administration for Children and Families. Office of Planning, Research and Evaluation, December 2010 Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Data tables from a profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006)	Other
			ACF/OPRE report: Head Start children go to kindergarten United States. Administration for Children and Families. Office of Planning, Research and Evaluation, December 2010 Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. A profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006)	Reports & Papers
			Essential skills for successful school readiness Conn-Powers, Michael, April 2010 Bloomington: Indiana Institute on Disability and Community, Early Childhood Center. An overview of a series of studies of kindergarten classroom routines and the skills children use in each routine, based on surveys of kindergarten teachers and observations of 13 kindergarten classrooms in Indiana	Reports & Papers
			Full-day kindergarten Nevada. Legislature. Legislative Counsel Bureau, February 2010 Carson City: Nevada, Legislature, Legislative Counsel Bureau. An overview of research and funding issues related to the length of the kindergarten school day, with a focus on Nevada	Fact Sheets & Briefs
			How does your kindergarten classroom affect your earnings?: Evidence from Project STAR Chetty, Raj, September 2010 (NBER Working Paper Series No. 16381). Cambridge, MA: National Bureau of Economic Research. A study of the impact of kindergarten classroom characteristics, such as class size, teacher experience, and classroom quality, on adult outcomes, including college attendance, earnings, home ownership, and marriage, based on data from participants in the Tennessee Student/Teacher Achievement Ratio (STAR) experiment, who, along with their teachers, were randomly assigned to small or large classrooms in kindergarten through third grade	Reports & Papers
			Kindergarten attendance may reduce developmental impairments in children: Results from the Bavarian Pre-School Morbidity Survey Caniato, Riccardo N., August 2010 Scandinavian Journal of Public Health, 38(6), 580-586 A study of the duration of kindergarten attendance and the prevalence of developmental impairments in preschool children attendees entering primary school, based on data collected data from 4,005 school beginners in the district of Dingolfing, Bavaria from 2004 to 2007	Reports & Papers
			Kindergarten position statement: Executive summary Nebraska. Office of Early Childhood, January, 2010 Lincoln: Nebraska, Office of Early Childhood. A summary of a discussion of the role of kindergarten in the education of Nebraska's children and their preparation for later academic success, including information on classroom environment, teacher practices, professional development, and transition support	Executive Summary
			Kindergarten teachers' perceived school culture and well-being: A comparison of non-profit-making and profit-making kindergartens Wong, Yau Ho P., April 2010 Early Child Development and Care, 180(3), 271-278 An examination of both the relationship between kindergarten teachers� perceived school culture and well-being and a comparison of profit and non-profit kindergarten teachers� perceived school culture, job satisfaction and mental health, from surveys of 64 teachers from different regions of Hong Kong	Reports & Papers
			Linking learning: Building quality kindergarten in New Jersey Donovan, Laura Fasbach, September 2010 Newark, NJ: Advocates for Children of New Jersey. An overview of the characteristics of kindergarten programs in New Jersey, based on a survey of school districts and focus groups with teachers	Fact Sheets & Briefs
			Optimizing early mathematics experiences for children from low-income families: A study on opportunity to learn mathematics Wang, Aubrey H., January 2010 Early Childhood Education Journal, 37(4), 295-302 An examination of African American and Caucasian students� differential opportunities to learn mathematics and the extent to which those opportunities predict gains in mathematics achievement in kindergarten from a secondary analysis of the Early Childhood Longitudinal Survey of 1,721 first time African American and Caucasian kindergarteners in fall 1998 who lived below the poverty line	Reports & Papers
			Perceptions of Estonian pre-school teachers about the child-centered activities in different pedagogical approaches Oun, Tiia, September 2010 European Early Childhood Education Research Journal, 18(3), 391-406 A comparison of methods utilized by teachers in their assessment of child-centered activities, based on information gathered through questionnaires of 150 preschool teachers in Step by Step kindergartens and 158 teachers in traditional kindergartens	Reports & Papers
			Prek-3rd: Putting full-day kindergarten in the middle Kauerz, Kristie, June, 2010 (PreK-3rd Policy to Action Brief No. 4). New York: Foundation for Child Development. A discussion of the role that full-day kindergarten can play in prekindergarten through third grade education reform	Fact Sheets & Briefs
			Preparing children for kindergarten: Arrival Traub, Elizabeth K., 2010 Bloomington: Indiana Institute on Disability and Community, Early Childhood Center. An overview the skills children use in kindergarten classroom arrival routines	Fact Sheets & Briefs
			Preparing children for kindergarten: Learning centers Conn-Powers, Michael, 2010 Bloomington: Indiana Institute on Disability and Community, Early Childhood Center. An overview the skills children use in routines associated with kindergarten classroom learning centers	Fact Sheets & Briefs
			Preparing children for kindergarten: Seat work Dixon, Susan D., 2010 Bloomington: Indiana Institute on Disability and Community, Early Childhood Center. An overview the skills children use in kindergarten classroom seat workl routines	Fact Sheets & Briefs
			Preparing children for kindergarten: Skills for whole class instruction Cross, Alice F., 2010 Bloomington: Indiana Institute on Disability and Community, Early Childhood Center. An overview the skills children use in kindergarten classroom routines for whole class instruction	Fact Sheets & Briefs
			Reimagining kindergarten Graue, M. Elizabeth, March 2010 The Education Digest, 75(7), 28-34 A discussion of the developmental approach to kindergarten in an environment in which educational accountability requires formal instruction	Other
			Restoring play and playful learning to U.S. kindergartens Alliance for Childhood, November 2010 (Policy Brief 2). College Park, MD: Alliance for Childhood. A discussion of the decline of play in kindergarten and the relationship of play to child development	Fact Sheets & Briefs
			Role of computers in educating young children: U.S. and Japanese teachers� perspectives Joshi, Arti, January 2010 Computers in the Schools, 27(1), 5-19 A survey of kindergarten teachers' beliefs about the role of computers in the education of young children from 108 teachers in the United States and 322 teachers in Japan	Reports & Papers
			School readiness and later achievement: Replication and extension using a nationwide Canadian survey Romano, Elisa, September 2010 Developmental Psychology, 46(5), 995-1007 A replication of a study of the relationships among kindergarten literacy and math skills, mother-reported attention, and mother-reported socioemotional behaviors, and third grade math and reading outcomes, based on 1,521 children from the National Longitudinal Survey of Children and Youth (NLSCY), and a second study of the relationships among kindergarten achievement, attention, and socioemotional behaviors, and third grade socioemotional outcomes, based on data from both NLSCY and the Montreal Longitudinal-Experimental Preschool Study (MLEPS)	Reports & Papers
			Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum Kramer, Thomas J., January 2010 Early Childhood Education Journal, 37(4), 303-309 An examination of influence of the Strong Start curriculum on the social and emotional competence of kindergarten students and the fidelity of curriculum implementation from a study of 4 kindergarten teachers, 67 students, and 67 parents or caregivers in a suburban Utah elementary school	Reports & Papers
			State characteristics: Kindergarten Bush, Melodye, December 2010 Denver, CO: Education Commission of the States. An overview of state kindergarten policies	Fact Sheets & Briefs
			Supplemental reading help for Kindergarten students: How early should you start? Cooke, Nancy L., 2010 Preventing School Failure, 54(3), 137-144 A comparison of Kindergarten students who received small group reading intervention across the full school year (i.e., early start) with those who began the same intervention in midyear on measures of student�s early literacy from 96 students in two schools divided into treatement and control groups within each school	Reports & Papers

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