The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006
A longitudinal investigation of the theory of Positive Youth Development (PYD) and its promotion of the "Five Cs"--competence, confidence, character, caring, and connection--in youth, based on data on 3,342 students from 33 states assessed from grades five through eight
Reports & Papers
An after-school program for elementary school aged children: Academic and socio-emotional outcomes
An investigation of the effects of an after-school program on elementary school students' academic and socioemotional outcomes, examining the relationship between students' outcomes and duration of program participation
Reports & Papers
Analysis of state K-3 reading standards and assessments: Final report
An examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments
Reports & Papers
A case study of Head Start disability policy implementation
An analysis using the case study method to examine how Head Start disability policy was implemented in terms of appropriately distributing services to children with special needs
Reports & Papers
A descriptive study of the Head Start Health Component: Vol. I. Summary report
A description of the ways in which the Health Component of the Head Start program address the medical, nutritional, and mental health needs of program participants
Reports & Papers
Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors
A study of the relationship between preschool teachers' explicit print instruction during shared reading and children's language abilities, and a second study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio
Reports & Papers
Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention
A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks
Reports & Papers
Early education and child care directors' perspectives of children's health and well-being: A multi-state study
A study of the practices, knowledge and perspectives of early child care directors on the health needs of children and families they serve in five states (Florida, Mississippi, New Mexico, Ohio, and Vermont)
Reports & Papers
The effects of Fast Start reading: A fluency-based home involvement reading program, on the reading achievement of beginning readers
A study of the impact of a parent-tutoring reading program on letter and word identification and reading fluency in 30 first grade students
Reports & Papers
Enhancing the educational achievement of at-risk youth
A study of an educational enhancement program, administered outside of school, offered to at-risk early adolescents living in public housing
Reports & Papers
Evaluation of The Electric Company Summer Learning Program
A study of the implementation of The Electric Company Summer Learning Program, a transmedia curriculum for summer programs with a focus on math and literacy skills, and of the relationship of participation in the program to teaching outcomes and to children's math and literacy outcomes, based on surveys from and interviews with 152 6- to 8-year-old children and 16 teachers at 12 summer programs
Reports & Papers
An experimental evaluation of an intervention to stimulate written language awareness in preschool children from low-income households
An inquiry into the relationship between hearing a book being read and the development of literacy skills, based on a sample of 30 children aged 2- to 5- years old enrolled in a Head Start program
Reports & Papers
The impact of a prejudice-prevention television program on young children's ideas about race
An evaluation of young White children's racial attitudes after they viewed anti-prejudice television programs
Reports & Papers
Informational text use in preschool classroom read-alouds
A categorical study of texts read in early childhood classrooms and an analysis of their correspondence to state standards from 733 randomly selected texts identified from the reading logs of 84 teachers in 2 states participating in a larger, 30-week book-reading study called Project Sit Together and Read (STAR) for at-risk students
Reports & Papers
Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed?
Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool instruction, and children's growth and outcomes in typical programs (i.e., Pre-K, Title 1, Head Start, Tuition-Based) using a response to intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying sociodemographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. (author abstract)
Reports & Papers
A path analysis for factors affecting Head Start teachers' beliefs about inclusion
A descriptive study of Head Start teachers' general beliefs about inclusion, factors inhibiting inclusion, and suggestions for methods to improve it
Reports & Papers
Pertussis containment in schools and day care centers during the Cincinnati Epidemic of 1993
A description of the implementation of guidelines to control the 1993 outbreak of pertussis in schools and child care centers in the Cincinnati area
Reports & Papers
Relationship of preschool special education outcomes to instructional practices and parent-child interaction
An inquiry into the influence of the type of special education instruction provided on children’s developmental outcomes, based on a sample of 70 children from 41 Early Childhood Special Education classrooms receiving either developmental, didactic, or naturalistic instruction
Reports & Papers
State-mandated testing and cultural resistance in Appalachian schools: Competing values and expectations
A study exploring the influences of the culturally inspired values of working class Appalachian families, as well as those of non-Appalachian families and school staff, on the rationale of state-mandated group testing of children in fourth and ninth grades
Reports & Papers
Strategies for promoting prevention and improving oral health care delivery in Head Start: Findings from the Oral Health Initiative evaluation: Vol I. Final technical report
Final findings from a two-year implementation evaluation of the Head Start Oral Health Initiative, which provided grants to Head Start programs to design and implement oral health promotion strategies, based on interviews with program directors, a web-based record-keeping system for grantees, and site visits
Reports & Papers
Strategies for supporting quality in kith and kin child care: Findings from the Early Head Start Enhanced Home Visiting Pilot evaluation
A descriptive evaluation of the Enhanced Home Visiting Pilot Project, an initiative supporting the quality of kith and kin child care provision for infants and toddlers in Early Head Start, based on site visits, staff telephone interviews, quality observations, caregiver interviews, and administrative records
Reports & Papers
Super Why Summer Camp assessment findings: Summer 2008
An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 454 children who participated in 2008
Reports & Papers
A teacher-based intervention to increase prosocial behavior in children attending day care
A research study regarding the impact of teacher-based interventions on students' prosocial behavior
Reports & Papers
Transitioning preschool children with developmental concerns into kindergarten: Ecological characteristics of inclusive kindergarten programs
A discussion of preschool-to-kindergarten transitions and the ecology of inclusive kindergarten classrooms, utilizing Project Pre-K, a collaborative initiative between university early childhood education personnel and the Hamilton County Educational Service Center (HCESC)
Reports & Papers
Understanding natural sciences education in a Reggio Emilia-inspired preschool
An ethnographic exploration of integration of natural sciences instruction into a Reggio Emilia-inspired curriculum, based on information gathered through observations of one laboratory preschool classroom at an Ohio university
Reports & Papers
