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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:WASHINGTON [remove]; Classification:Interventions/Curricula [remove];
20 results found.|
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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 |
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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 |
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Benchmarks Curricular Planning and Assessment Framework: Utilizing standards without introducing standardization A pilot implementation of the Benchmarks Curricular Planning and Assessment Framework (BCPAF) in the measurement of the success of curricular activities designed to advance children's development in a sample of 237 children participating in The Family Connection program at a children's museum in Seattle |
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A day in third grade: A large scale study of classroom quality and teacher and student behavior A study evaluating the quality of 780 third grade classrooms observed as part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) |
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Effect of early educational intervention on younger siblings: The Infant Health and Development Program A study of the relationship between participation of an older sibling in an early intervention program and the younger sibling's measures of intelligence, youth behavioral problems, and expectations of the future, based on data from the Infant Health and Development Program (IHDP), an eight-site randomized trial of three years of early education for premature low-birth-weight infants who were followed up through age 18, and 229 siblings of participating children born within 5 years of the IHDP study participants |
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Follow-up of children from academic and cognitive preschool curricula at age 9 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at age 9 |
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Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading A longitudinal study of the effects of dialogic reading training on the shared reading behaviors of 78 parents of 4-year-old children as measured at an average of 33 months following the training |
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How special education preschool graduates finish: Status at 19 years of age An examination of special education preschool graduates at age 19, investigating their academic achievements and special education status at this point as well as how closely preschool factors (referral categories, preschool abilities, type of preschool curriculum) predicts academic achievements and special education status |
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Illnesses and absence due to illness among children attending child care facilities in Seattle-King County, Washington A study of the relationship between incidence of illness and absence due to illness among children attending child care homes and child care centers in Seattle-King County, Washington |
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The impact of early childhood educators on conduct problems in preschool children A study of the impact of a conduct problem prevention program, including a parent component, on conduct problems in preschool children, based on data from 40 intervention and 23 control lead and assistant early childhood educators from 14 Head Start programs and parents of 328 children randomly assigned to intervention and control conditions |
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National evaluation of the Even Start Family Literacy Program: Report on Even Start projects for Indian tribes and tribal organizations An evaluation of Even Start projects for Indian tribes and tribal organizations in order to increase knowledge of the projects, identify unique program management issues, describe best practices, and assess the appropriateness of implementing Even Start Information System (ESIS) for the projects, based on site visits to the Makah Tribe in Washington, the Cherokee Nation in Oklahoma, and the Pascua Yaqui Tribe in Arizona |
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Pathways to reading: The role of oral language in the transition to reading A study of the relationship between preschool oral language skills and reading performance in early elementary school, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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Policy and management supports for Early Head Start and Part C programs A qualitative study of the perceptions of state and local administrators, direct care providers, and parents of the process of service integration of Part C and Early Head Start programs in five states |
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Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start A randomized study of the effectiveness of Incredible Years Parent and Teacher Training programs, used within Head Start programs, in reducing risk factors leading to delinquency |
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Project DATA for toddlers: An inclusive approach to very young children with autism spectrum disorder A description of the components of Project DATA (Developmentally Appropriate Treatment for Autism), as well as an examination of the impact of Project DATA on toddlers' cognitive, communicative, self-regulatory, and functioning skills |
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The role of after-school programs in children's literacy development A study of after school program approaches to promoting the literacy of children from low income families, based on a survey of the literacy practices and environments of after school programs in Chicago and Seattle, and on case studies of after school programs with innovative approaches to children's literacy in Chicago, Seattle, and New York City |
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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 |
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Supplemental educational services and implementation challenges in the northwest region states An exploration of the access of students in Alaska, Idaho, Montana, Oregon, and Washington to supplemental education programs as required by the No Child Left Behind Act, including a discussion of challenges encountered in the implementation of such programs |
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Sustained effects of high participation in an early intervention for low-birth-weight premature infants A randomized study of early intervention programs for premature infants examining and comparing the effects of high participation levels to low participation levels |
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Vaccination coverage among children enrolled in Head Start programs or day care facilities or entering school A synthesis of reported data on vaccination rates of children in public schools and licensed child care centers, using information gathered through the Center for Disease Control’s National Immunization Program |
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