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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2001 [remove]; State:NEW YORK [remove]; Full Text:no [remove];
13 results found.|
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Building quality and supporting expansion of after-school projects: Evaluation results from the TASC after-school program’s second year An evaluation of the after school programs implemented in by The After-School Corporation (TASC) at schools in New York State, including information on recruitment and retention of student participants and staff, building relationships with the school and community, use of financial, space, and other resources, and curricula, activities, and services offered by the programs |
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Early effects of the Healthy Steps for Young Children program An evaluation of the implementation and effects of The Healthy Steps for Young Children Program for children aged 2 to 4, focusing on services received, satisfaction with services, and parent practices |
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Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation |
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The effects of training on provider childrearing beliefs and family day care quality An examination of the effects of training for family day care providers on quality of care, child care setting, and providers’ beliefs about nurturing and restrictive childrearing practices |
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Evaluation of the TASC After-School Program: Summary of year 2 findings regarding after-school staff A survey of the staff demographics, staff recruitment strategies, and job satisfaction levels among the staffs of after school programs in New York City schools partnering with The After-School Corporation (TASC) |
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Evaluation of the TASC After-School Program: Summary of year 2 findings regarding principals A survey of principals partering with The After School Corporation (TASC) to determine their goals for after school programs in their schools and their satisfaction with TASC programming after the corporation’s second year of partnership with schools in New York City |
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A fragile foundation: State child care assistance policies A report on state-level child care assistance policies and changes that have occurred between 1995 and 2001, examining the impact of policies on families' access to care and child care choices. |
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National Study of Child Care for Low-Income Families: Patterns of child care use among low-income families: Draft A study of families' decisions regarding employment and child care arrangements, examining variations by child's age, mother's race, and other family characteristics, and assessing the impact of child care subsidies and other state policies on families' choices |
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Patterns of student-level change linked to TASC participation, based on TASC projects in year 2 A study of the experiences and outcomes of students participating in the after school programming of The After-School Corporation (TASC) in New York City schools, and a comparison of their outcomes with those of their non-participating peers in the same schools in the areas of academics and school attendance |
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Preliminary findings on the adequacy of child care funding from the child care case studies of the Assessing the New Federalism (ANF) Project An inquiry into factors affecting the utilization of child care subsidies, based on interviews of and focus groups with parents, administrators, and policymakers at 17 sites in 12 states |
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State Education Department: Oversight of the expansion of the universal prekindergarten program A 2001 report by the New York State Education Department regarding the progress of the state's Universal PreKindergarten (UPK) program |
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Still nowhere to turn: New York City's continuing failure to inform parents about their childcare rights A follow-up survey of welfare recipients’ knowledge of their child care rights in New York City, based on a survey of 96 individuals receiving public assistance from eleven Employment Services Offices or Job Centers in New York City |
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Taking a giant step: A case study of New York City's efforts to implement universal prekindergarten services An examination of how early education programs could fail to become institutionalized through a case study analysis of the strengths and weaknesses of Project Giant Step, an initiative to implement universal prekindergarten programs for all four-year-old children in New York City |
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