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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Classification:Mixed Age [remove];
18 results found.|
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Active and passive surveillance for communicable diseases in child care facilities, Seattle-King Country, Washington A summary of active and passive public health surveillance activities for children under six years of age in out-of-home child care settings in Seattle-King County, Washington |
Reports & Papers
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Are Head Start effects sustained?: A longitudinal follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs A study of the sustained effects in kindergarten and first grade of Project Head Start for disadvantaged black children between 1969 and 1970 in two American cities |
Reports & Papers
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Care programs for school age children in Australia A discussion of out-of-school child care programs for children between 5 and 12 years of age in Australia |
Reports & Papers
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Counting to 10: New directions in child care and Head Start A presentation of the availability of full-time child care, Head Start and after-school options to support children and their families in New York City |
Other
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Early stages of the Neighbourhood Nurseries Initiative: Opening the nurseries A summary of a study on an early stage of a project designed to reduce child poverty by providing child care so that the parents could return to the workforce in England |
Fact Sheets & Briefs
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The effect of same-age and mixed-age grouping in day care on parent-child attachment security A study of parent-child attachment and its relationship to same-age child care grouping, mixed-age grouping, and the changing of day care settings in the Netherlands |
Reports & Papers
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Every child, every school: Success from the start An overview of education finance reform that restores equity and adequacy in early childhood programs in Pennsylvania |
Fact Sheets & Briefs
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The Georgia Early Childhood Study: 2001-2004: Final report A study evaluating the social, language, physical, and cognitive development of the state’s children from preschool to first grade in Georgia between 2001 and 2004 |
Reports & Papers
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The Georgia Early Childhood Study: 2001-2004: Final report [Executive summary] A summary of a study evaluating the social, language, physical, and cognitive development of the state’s children from preschool to first grade in Georgia between 2001 and 2004 |
Executive Summary
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Indicator 38: Care arrangements for children after school An overview of child care arrangements for students enrolled in after-school programs |
Fact Sheets & Briefs
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The long-day childcare context: Implications for toddlers' pretend play A study of the influences of environmental factors in mixed-age day care on emergent pretend play in 48 Australian toddlers |
Reports & Papers
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The long term impact of a ''relationship-centered'' child care program on public school performance A study of whether a quality preschool child care program was effective in accelerating the development of academic skill in primarily lower socioeconomic, minority population in a public school system over a period of eleven years |
Reports & Papers
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Mixed age interactions in family child care A study of mixed-age family care settings and the influence of interactions with older children on development of preschool age children |
Reports & Papers
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Premises on child development: A boon to the elementary school A description of innovative elementary-school programs that grew out of the premises underlying the federally funded programs and the general child development movement in early education |
Reports & Papers
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The socialization of children's emotional and social behavior by day care educators A review of studies investigating the educational and quality of child care comparisons on the emotional and social development in preschool and young school-age children |
Other
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Study of Instructional Improvement (SII) To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America?s Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. |
Data Sets
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Training for Wisconsin model early learning standards A summary of the Training for Wisconsin Model Early Learning Standards program for educators, child care providers and families who want to continue to improve the quality of early education and care for children ages three through the completion of kindergarten |
Other
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Where do Head Start attendees end up?: One reason why preschool effects fade out A study of the relationship between Head Start experience and the quality of schools subsequently attended by eighth graders |
Reports & Papers
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