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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

The purpose of this study is to report on the effectiveness of a coordinated, community-wide intervention to promote early literacy behaviors with low-income parents, especially parents with limited English language proficiency. The interventions include book distribution programs that were based in clinical settings, childcare centers and home visitation programs. The intent of these interventions was to communicate a message that reading to infants and young children and accessing services at the public library are beneficial. The methodology involved in the administration of a Community Based Parental Survey (CBPS) included questions related to early literacy behaviors in order to evaluate the effectiveness of these efforts. Two independent samples collected in 2001 and 2003 were compared. The data comparison between the two time periods showed a 77% increase in parents reporting that they showed books to their infants on a daily basis. There was also a 71% increase in parents reading books aloud to their children on a daily basis. Other indicators also improved. Establishing an early reading ritual encourages infants to have an association to books, helps in language acquisition and supports the social and emotional connection between a parent and his or her young child. The act of holding an infant and reading to him/her on a consistent basis can improve health literacy and hopefully improve student reading achievements. Early interventions like these are relatively low cost and can yield considerable long term results. We conclude that multi-level community based interventions show positive trends in promoting early literacy behaviors. (author abstract)

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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

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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

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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


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


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

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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

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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

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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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