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Produced by Research Connections
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Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) A study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS) |
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Access to educational and community activities for young children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary] A summary of a study of the kindergarten experiences and extracurricular and family recreation activities of children with disabilities ages 5 through 7, based on data from the nationally representative Pre-Elementary Education Longitudinal Study (PEELS) |
Executive Summary
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Access to supplemental education services in central region states An exploration of the access of students in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming to supplemental education programs as required by the No Child Left Behind Act |
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Access to supplemental education services in central region states: Summary A summary of an exploration of the access of students in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming to supplemental education programs as required by the No Child Left Behind Act |
Executive Summary
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Accuracy of teacher judgments of preschoolers' math skills A study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science |
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Addressing challenging behaviors in Head Start: A closer look at program policies and procedures An examination of Head Start policies and procedures related to child guidance and challenging behaviors, based on interviews with program staff and document analysis from 6 Head Start programs in the Midwest |
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Analysis of the developmental functioning of early intervention and early childhood special education populations in Oregon An investigation of the developmental status and functioning of children aged birth through 2 upon entry into early intervention services and children aged 3 through 5 upon entry into early childhood special education services in Oregon, based on data from the Oregon Early Childhood Assessment System |
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Analysis of the developmental functioning of early intervention and early childhood special education populations in Oregon: Summary A summary of an investigation of the developmental status and functioning of children aged birth through 2 upon entry into early intervention services and children aged 3 through 5 upon entry into early childhood special education services in Oregon, based on data from the Oregon Early Childhood Assessment System |
Executive Summary
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An analysis of instruments that measure the quality of mathematics teaching in early childhood A review of 9 instruments used to measure the quality of mathematics teaching, 1 in preschool settings and 8 in kindergarten and subsequent grades, and a discussion of their potential uses in early childhood settings |
Other
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An analysis of Utah’s K-3 Reading Improvement Program An analysis of the adherence to state legislation of school districts and charter schools receiving matching state funds through Utah’s Reading Improvement Program |
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Applying technology to inquiry-based learning in early childhood education An examination of the role of technology to guide the design and integration of innovations in inquiry-based learning in early childhood to enrich and provide structure for problem contexts, to facilitate resource utilization, and to support cognitive and metacognitive processes from a synthesis of existing theoretical frameworks and examples of technology in current use |
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Assessing the state of state assessments: Perspectives on assessing young children A collection of papers that examine issues surrounding state systems to assess school readiness |
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An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development An assessment of the response process validity, structural validity, and criterion validity of the Early Childhood Environment Rating Scale-Revised, based on an analysis of data from 1,350 centers and preschools from a national longitudinal study of children |
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Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program An examination of associations between classroom quality and both receptive vocabulary and executive function, based on data from 414 children attending the Boston Public Schools public prekindergarten program in 2009-2010 |
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Benefits of an intervention focused on oddity and seriation An experimental study of the impact of instruction in oddity--choosing the object that differs from others, and seriation--ordering objects on a dimension and inserting new objects into such orders, on children's cognitive skill development, identification of letters, counting, adding, and subtracting, using control instructional groups focusing on letter recognition and identification, numeracy, and art, and based on data from 72 Head Start children from 7 urban Head Start centers who scored low on an oddity test and were randomly assigned to an instructional group |
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BEST in CLASS: A classroom-based model for ameliorating problem behavior in early childhood settings A description of the Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS) classroom-based intervention designed to help early childhood teachers master instructional strategies for preventing and ameliorating problem behavior in at risk young children, and a pilot study to examine teachers' ability to implement the program as well as its influence on children's problem behaviors, social competence, and teacher-child relationships, based on data from 10 early childhood teachers and 19 3- to 5-year-old children |
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Beyond activities: Engaging families in preschoolers' language and literacy development Preliminary findings from a study of a Head Start early literacy family engagement intervention that examine child language and literacy outcomes and family engagement practices |
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Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-04 to 2004-05: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study (PEELS) Findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, the services they receive, and their transition to and performance in school, from the study's first and second waves during the 2003-04 and 2004-05 school years |
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Changes in the characteristics, services, and performance of preschoolers with disabilities from 2003-04 to 2004-05: Wave 2 overview report from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary] A summary of findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, the services they receive, and their transition to and performance in school, from the study's first and second waves during the 2003-04 and 2004-05 school years |
Executive Summary
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Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes A prospective, three-year study of changes in four dimensions of parent educational involvement from prekindergarten through the end of first grade in urban public elementary schools and the relationship of the degree of change in parent involvement to children's literacy, language, and mathematics skills outcomes, based on data from 90 children and their parents |
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Characterizing key features of the early childhood professional development literature An identification and categorization of key components of early childhood professional development (PD), based on data from a systematic review 256 empirical studies that describe a type of PD, involved early childhood practitioners working with children birth through 5 years, and reported empirical evidence about PD outcomes for either early childhood practitioners or children |
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Children's attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children's expressive language growth An examination of the relationship between children's gains in expressive language and daily preschool attendance rates, classroom process quality, and socioeconomic background, with an emphasis on the interaction among variables, based on two independent samples of 129 children in 14 classrooms and 160 children in 46 classrooms |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
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Children's schooling and parents' investment in children: Evidence from the Head Start Impact Study A study of the effect of children's enrollment in Head Start on parents' involvement with their children, based on an analysis of data from the Head Start Impact Study |
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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
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