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Current Filters: Pub Year:2011 [remove];

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A comparison of Head Start and school-based pre-k in Tulsa
Gormley, Jr., William T., January, 2011
Washington, DC: Georgetown University, Center for Research on Children in the United States.

A summary of a comparison of the relationship of children's cognitive, socioemotional, and health outcomes to either Head Start or public prekindergarten program participation in Tulsa, Oklahoma, based on child assessments, a survey of parents and teachers, and administrative data

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Effectiveness of a coordinated community effort to promote early literacy behaviors
Peifer, Karen, August, 2011
Maternal and Child Health Journal, 15(6), 765-771

A comparison of changes in family literacy behavior between the 2001 and 2003 cohorts of a coordinated multi-level community early literacy behavioral intervention that includes book distribution programs in clinical settings, child care centers, and home visitation programs for low income and mono-lingual Spanish speaking families in San Mateo County, California

Reports & Papers


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Evaluation of the 40-Hour Initial Pre-Service Training for Entry-Level Child Care Providers
Thorman, Abigail E., July, 2011
Arlington, VA: National Association of Child Care Resource and Referral Agencies.

An evaluation of the 40-Hour Initial Pre-Service Training for Entry-Level Child Care Providers, an interactive online training, that examines participant experiences of and knowledge gains from the training and changes to resource and referral agency training and technical assistance offerings, based on pre- and posttest participant knowledge assessments, individual lesson analyses, participant focus groups, and resource and referral agency staff interviews

Reports & Papers


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Preschool education: Delivering on the promise for Latino children
Beltran, Erika, 2011
Washington, DC: National Council of La Raza.

An examination of barriers to high-quality preschool for Latino children, with policy recommendations to increase access

Other


Social-emotional effects of early childhood education programs in Tulsa
Gormley, Jr., William T., January 2011
(CROCUS Working Paper No. 15). Washington, DC: Georgetown University, Center for Research on Children in the United States.

An examination of the relationship of participation in early childhood education programs to children's socioemotional development at kindergarten entry, based on a sample of 1,318 kindergarteners who had participated in the Tulsa Public Schools prekindergarten program, 363 who had participated in the Community Action Project (CAP) Tulsa County Head Start program, and 1,151 who had participated in neither program

Reports & Papers


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Social-emotional effects of early childhood education programs in Tulsa
Gormley, Jr., William T., November/December 2011
Child Development, 82(6), 2095-2109

An examination of the relationship of participation in early childhood education programs to children's socioemotional development at kindergarten entry, based on a sample of 1,318 kindergarteners who had participated in the Tulsa Public Schools prekindergarten program, 363 who had participated in the Community Action Project (CAP) Tulsa County Head Start program, and 1,151 who had participated in neither program

Reports & Papers


Staff preparation, reward, and support: Are quality rating and improvement systems addressing all of the key ingredients necessary for change?
Austin, Lea J. E., 2011
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

An examination of components in state quality rating and improvement systems (QRIS) related to staff qualifications, incentives for professional development, staff compensation, and adult learning environments

Other


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Staff preparation, reward, and support: Are quality rating and improvement systems addressing all of the key ingredients necessary for change? Executive summary
Austin, Lea J. E., 2011
Berkeley: University of California, Berkeley, Center for the Study of Child Care Employment.

A summary of an examination of components in state quality rating and improvement systems (QRIS) related to staff qualifications, incentives for professional development, staff compensation, and adult learning environments

Executive Summary


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Strengthening the early childhood workforce: How wage incentives may boost training and job stability
Bridges, Margaret, November, 2011
Early Education and Development, 22(6), 1009-1029

A study of the levels of completed training and rates of job turnover for 2,783 preschool staff participants in the Matching Funds for Child-care Retention Incentive Program for Early Care and Education Staff (CRI) in several California counties

Reports & Papers


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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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