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1.

2012 Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment
Education Development Center; SRI International,
New York: Education Development Center.

Findings from a study of low income families' use of technology and transmedia content, which is videos and computer games linked to established children's educational shows and characters, based on interviews and activity checklists for 14 families

Fact Sheets & Briefs

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2.

2012 Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment: Executive summary: Report to the CPB-PBS Ready To Learn Initiative
Education Development Center; SRI International, September, 2012
New York: Education Development Center.

A summary of a study of low income families' use of technology and transmedia content, which is videos and computer games linked to established children's educational shows and characters, based on interviews and activity checklists for 14 families

Executive Summary

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3.

2012 Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment: A report to the CPB-PBS Ready To Learn Initiative
Education Development Center; SRI International, September, 2012
New York: Education Development Center.

A study of low income families' use of technology and transmedia content, which is videos and computer games linked to established children's educational shows and characters, based on interviews and activity checklists for 14 families

Reports & Papers

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4.

2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content
Education Development Center; SRI International,
New York: Education Development Center.

Findings from a study of the implementation of a preschool math curriculum supplement with transmedia content, which includes videos and computer games linked to established children's educational shows and characters, and its impact on children's early math skills and teachers' views of math teaching, based on child assessments, teacher surveys, and observations for 16 preschool classrooms randomly assigned to a math curriculum supplement either with or without transmedia content

Fact Sheets & Briefs

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5.

2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content: Executive summary: Report to the CPB-PBS Ready To Learn Initiative
Education Development Center; SRI International, September, 2012
New York: Education Development Center.

A summary of a study of the implementation of a preschool math curriculum supplement with transmedia content, which includes videos and computer games linked to established children's educational shows and characters, and its impact on children's early math skills and teachers' views of math teaching, based on child assessments, teacher surveys, and observations for 16 preschool classrooms randomly assigned to a math curriculum supplement either with or without transmedia content

Executive Summary

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6.

2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content: A report to the CPB-PBS Ready To Learn Initiative
Education Development Center; SRI International, September, 2012
New York: Education Development Center.

A study of the implementation of a preschool math curriculum supplement with transmedia content, which includes videos and computer games linked to established children's educational shows and characters, and its impact on children's early math skills and teachers' views of math teaching, based on child assessments, teacher surveys, and observations for 16 preschool classrooms randomly assigned to a math curriculum supplement either with or without transmedia content

Reports & Papers

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7.

21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and monitoring: An overview of the 21st CCLC program: 2003-04
United States. Department of Education, 2005
Washington, DC: U.S. Department of Education.

A description of the state-administered 21st Century Community Learning Center (21st CCLC) programs, 2003-2004

Other

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8.

21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and monitoring: An overview of the 21st CCLC program: 2003-04 [Executive summary]
United States. Department of Education, 2005
Washington, DC: U.S. Department of Education.

A summary of a description of the state-administered 21st Century Community Learning Center (21st CCLC) programs, 2003-2004

Executive Summary

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9.

21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and monitoring: An overview of the 21st CCLC program: 2004-05
United States. Department of Education, July 2006
Washington, DC: U.S. Department of Education.

A report on the participation, performance, services offered and state variations of the 21st Century Community Learning Centers (21st CCLC) after school programs across the United States

Other

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10.

21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2008-09
21st Century Community Learning Centers Program (U.S.), 26 July, 2010
Washington, DC: 21st Century Community Learning Centers Program.

An examination of: 21st Century Community Learning Center program characteristics, including activities, staffing, and participants; programs with participants who meet academic and behavior performance targets; and the relationship of program characteristics to the achievement of performance targets, all based on secondary analyses of program reporting data

Reports & Papers

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11.

21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2008-09 [Executive summary]
21st Century Community Learning Centers Program (U.S.), 26 July, 2010
Washington, DC: 21st Century Community Learning Centers Program.

A summary of an examination of: 21st Century Community Learning Center program characteristics, including activities, staffing, and participants; programs with participants who meet academic and behavior performance targets; and the relationship of program characteristics to the achievement of performance targets, all based on secondary analyses of program reporting data

Executive Summary

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12.

21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2009-10
21st Century Community Learning Centers Program (U.S.), 28 September, 2011
Washington, DC: 21st Century Community Learning Centers Program.

An examination of: 21st Century Community Learning Center program characteristics, including activities, staffing, and participants; programs with participants who meet academic and behavior performance targets; and the relationship of program characteristics to the achievement of performance targets, all based on secondary analyses of program reporting data

Reports & Papers

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13.

21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2009-10 [Executive summary]
21st Century Community Learning Centers Program (U.S.), 28 September, 2011
Washington, DC: 21st Century Community Learning Centers Program.

A summary of an examination of: 21st Century Community Learning Center program characteristics, including activities, staffing, and participants; programs with participants who meet academic and behavior performance targets; and the relationship of program characteristics to the achievement of performance targets, all based on secondary analyses of program reporting data

Executive Summary

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14.

21st Century Community Learning Centers: Annual evaluation report: 2012-2013 school year
St. Clair, Lisa, 2012
Lincoln: Nebraska, 21st Century Community Learning Centers Grant Program.

The purpose of the 21st CCLC program evaluation is to provide: (a) descriptive information regarding the implementation of these programs, (b) process data that will assist the project staff in continually improving the quality of services to the students and their families, (c) outcome data that will assist the programs in determining the extent to which the program achieved its anticipated outcomes, and (d) required data to meet the federal NCLB, Title IVB program requirements. The evaluation was and will continue to be accomplished by collecting data across multiple sources and forms using both qualitative and quantitative approaches. The evaluation design is based upon a utilization-focused approach (Patton, 2012) and utilizes the same continuous improvement model developed by the Nebraska Department of Education for school improvement planning. (author abstract)

Reports & Papers

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15.

21st Century Community Learning Centers: Descriptive study of program practices
United States. Department of Education. Policy and Program Studies Service, July 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

An exploration of the influence of the implementation of reading and mathematics activities in 21st Century Community Learning Centers (21st CCLC) on children's academic achievement, based on data from surveys and site visits of funded programs during the 2006-2007 school year

Reports & Papers

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16.

21st Century Community Learning Centers: Descriptive study of program practices [Executive summary]
United States. Department of Education. Policy and Program Studies Service, July 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

A summary of an exploration of the influence of the implementation of reading and mathematics activities in 21st Century Community Learning Centers (21st CCLC) on children's academic achievement, based on data from surveys and site visits of funded programs during the 2006-2007 school year

Executive Summary

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17.

The ABCs of data dictionaries
Gould, Tate; Peters, Mary; Thayer, Sara K.; et al., June, 2014
Menlo Park, CA: DaSy Center.

This overview of the basic components of a data dictionary is designed to educate and inform IDEA Part C and Part B 619 state staff about the purpose and benefits of having up-to-date data dictionaries for their data systems. (author abstract)

Fact Sheets & Briefs

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18.

Academic language in early childhood classrooms
Barnes, Erica Marie; Grifenhagen, Jill F.; Dickinson, David K.; et al., July/August 2016
The Reading Teacher, 70(1), 39-48

In this examination, the authors look at academic language and ways to foster it in early childhood classrooms. In addition to discussing academic language and its components, they share their recent study that examined teachers' language in three different instructional settings in Head Start prekindergarten classrooms in the Southeast. Drawing on their findings, the authors provide suggestions for promoting academic language development in early childhood classrooms.

Other

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19.

Access to high quality early care and education: Readiness and opportunity gaps in America
Nores, Milagros; Barnett, W. Steven, May, 2014
New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

This brief is organized into four main sections. The first describes the "readiness gaps" at kindergarten entry as of 2010. The remaining sections examine the extent to which there are "opportunity gaps" in the early care and education services that may be associated with those readiness gaps. We begin with the care arrangements at age 2 and then examine early care and education arrangements for children aged 3 and 4. Finally, we turn to state pre-K policy and its impacts on enrollment, quality standards, and funding for children ages 3 and 4. The information presented is based on analyses of three main sources of data: the State of the Preschool series, the Early Childhood Longitudinal Study- Kindergarten Cohort 2010/11 (ECLS-K) and the Early Childhood Longitudinal Study-Birth Cohort 2001 (ECLS-B). (author abstract)

Reports & Papers

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20.

Accreditation in tiered quality rating and improvement systems in Race to the Top -- Early Learning Challenge states
Early Learning Challenge Technical Assistance Program, July, 2015
Washington, DC: Early Learning Challenge Technical Assistance Program.

This resource was prepared in response to a request from a Race to the Top -- Early Learning Challenge (RTT-ELC) State for information about how RTT-ELC States are incorporating programs that have met benchmarks for quality in early care and educations through accreditation into their tiered quality rating and improvement systems (TQRIS). ELC TA reviewed the 2014 Annual Performance Report (APR) data that the RTT-ELC States submitted to the Department of Education and the Department of Health and Human Services in the spring of 2015 as well as State websites and other national resources. This resource has information about accreditation and TQRIS as indicators of quality, strategies that RTT-ELC States are using to incorporate accredited programs into their TQRIS, and a list of national and State resources. The Appendix lists specific information about how each of the States incorporates accreditation into their TQRIS. (author abstract)

Fact Sheets & Briefs

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21.

Addressing the needs of Latino children: A national survey of state administrators of early childhood programs [Executive summary]
Buysse, Virginia; West, Tracey; Castro, Dina Carmela; et al., 2004
Chapel Hill, NC: FPG Child Development Institute.

A summary of a report on strategies to address the needs of Latino children in early childhood education programs

Executive Summary

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22.

After preschool inclusion: Children's educational pathways over the early school years
Hanson, Marci; Morgan, Maria; Chou, Hsin-Ying; et al., 2001
Exceptional Children, 68(1), 65-83

A longitudinal interview-based study of factors influencing families' decisions to place young children with disabilities in inclusion programs

Reports & Papers

23.

Alpha testing of PBS Kids Transmedia Suites: A report to the CPB-PBS Ready To Learn Initiative
McCarthy, Betsy; Hubbard, Aleata; Atienza, Sara; et al., September, 2012
San Francisco: WestEd.

In spring 2012, WestEd conducted a formative evaluation of 24 alpha versions of PBS KIDS transmedia games with preschool and elementary school teachers and their students (See Table 1). The transmedia suites are designed to improve core literacy and numeracy skills for children through activities that feature a connected narrative across multiple media platforms, such as computers, TVs, tablets, mobile devices, and interactive whiteboards. Many of the games are based on popular PBS KIDS programs. Games were pilot tested from the following PBS KIDS transmedia suites: The Cat in the Hat Knows A Lot About That!, Dinosaur Train, Martha Speaks, Super WHY!, Cyberchase, Fizzy's Lunch Lab, Prankster Planet, and Wild Kratts. The Martha Speaks, Super Why!, The Cat in the Hat, and Dinosaur Train games are designed for preschool students, while the Wild Kratts, Prankster Planet, Cyberchase, and Fizzy's Lunch Lab games are designed for elementary students. WestEd tested alpha versions of individual PBS KIDS games with teachers and their students to provide feedback on alignment of game content with academic standards and suitability for classroom use. Teachers also provided suggestions to enhance student learning and overall game play. After receiving the results of the pilot testing, producers created revised alpha and beta versions of the tested games. (author abstract)

Reports & Papers

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24.

Alternative pathways for state-funded preschools in TQRIS in RTT-ELC states
Early Learning Challenge Technical Assistance Program, January, 2016
Washington, DC: Early Learning Challenge Technical Assistance Program.

This resource was prepared in response to a request from a Race to the Top -- Early Learning Challenge (RTT-ELC) State for information about what the 20 RTT-ELC States reported in their 2014 Annual Performance Reports about alternate pathways for State-Funded preschool programs into Tiered Quality Rating and Improvement Systems (TQRIS). ELC TA reviewed the 2014 Annual Performance Report data that the RTT-ELC States submitted to the Department of Education and the Department of Health and Human Services in the spring of 2015. Individual State reports will be posted at https://elc.grads360.org/#program/annual-performance-reports once they are available. Additional sources included the State of Preschool 2014: State Preschool Yearbook by the National Institute for Early Education Research and the QRIS Compendium. Individual State web pages were consulted to clarify or update information. (author abstract)

Fact Sheets & Briefs

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25.

American Indian and Alaska Native young children: Findings from the ECLS-K and ECLS-B baseline data
Mississippi State University. National Center for Rural Early Childhood Learning Initiatives; Child Trends, 2005
(Rural Early Childhood Brief No. 4). Mississippi State: Mississippi State University, National Center for Rural Early Childhood Learning Initiatives. (No longer accessible as of September 18, 2013)

A summary focusing on the school readiness of American Indian and Alaska Native children in rural and non-rural areas

Fact Sheets & Briefs

26.

An analysis of the effectiveness of early intervention programs for high-risk children
Bryant, Donna M.; Ramey, Craig T., 1987
In M.J. Guralnick & F.C. Bennett (Eds.), Effectiveness of early intervention for at-risk and handicapped children (pp. 33-78). New York: Academic Press

A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families

Other

27.

Analysis of state K-3 reading standards and assessments: Executive summary
United States. Department of Education. Policy and Program Studies Service, October 2005
(Doc. No. 2005-04). Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.

A summary of 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

Executive Summary

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28.

Analysis of state K-3 reading standards and assessments: Final report
United States. Department of Education. Policy and Program Studies Service, December, 2005
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

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

Reports & Papers

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29.

Annual evaluation report: 2009-2010 school year
St. Clair, Lisa, 2010
Lincoln: Nebraska, 21st Century Community Learning Centers Grant Program.

An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, as well as participant characteristics and academic performance, based on administrative data, program observations, and surveys from teachers, students, parents, and collaborative partners

Reports & Papers

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30.

Annual evaluation report: 2010-2011 school year
St. Clair, Lisa, 2011
Lincoln: Nebraska, 21st Century Community Learning Centers Grant Program.

An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, as well as participant characteristics and academic performance, based on administrative data, program observations, and surveys from teachers, students, parents, and collaborative partners

Reports & Papers

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31.

Annual evaluation report: 2011-2012 school year
St. Clair, Lisa, 2012
Lincoln: Nebraska, 21st Century Community Learning Centers Grant Program.

An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, participant characteristics and academic performance, parental engagement, and collaboration between programs and schools, based on administrative data, program observations, and surveys from teachers, students, parents, and collaborative partners

Reports & Papers

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32.

Annual evaluation report: 2013-2014 school year
St. Clair, Lisa, 2014
Lincoln, NE: Nebraska, 21st Century Community Learning Centers Grant Program.

The purpose of the 21st CCLC program evaluation is to provide: (a) descriptive information regarding the implementation of these programs, (b) process data that will assist the project staff in continually improving the quality of services to the students and their families, (c) outcome data that will assist the programs in determining the extent to which the program achieved its anticipated outcomes, and (d) required data to meet the federal NCLB, Title IVB program requirements. The evaluation was and will continue to be accomplished by collecting data across multiple sources and forms using both qualitative and quantitative approaches. The evaluation design is based upon a utilization-focused approach (Patton, 2012) and utilizes the same continuous improvement model developed by the Nebraska Department of Education for school improvement planning. (author abstract)

Reports & Papers

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33.

The AppleTree approach to school readiness: A case study using a longitudinal population-referenced evaluation approach
Ramey, Craig T.; Crowell, Nancy A., 2010
Washington, DC: AppleTree Institute for Education Innovation

Findings from a study of the quality of AppleTree Institute for Education Innovation prekindergarten classrooms, of participants' cognitive development, and of the relationship of participants' cognitive development to years of program participation

Fact Sheets & Briefs

34.

Approaches to state pre-K eligibility policy: Considerations for policy makers in revising policy to increase access for high needs children
Carolan, Megan E.; Connors-Tadros, Lori, May, 2015
New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

As states seek to expand access to early childhood programs and services for children and families most in need, they are revising eligibility policy and practice with multiple goals in mind. A state's eligibility policy must balance accountability for public funds with the need to provide efficient and flexible processes for program staff in documenting risk factors. Most important, the policy should prevent unintended burdens on families to access services they or their children are eligible to receive. This report provides policy makers with information on state-funded pre-K programs' eligibility policies and the common risk factors used to prioritize enrollment. The report on the risk factors with the strongest impact on children's school readiness is summarized. The report concludes with considerations for policy makers as they review or revise eligibility to serve more children, effectively and efficiently, in high quality early education programs. (author abstract)

Other

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35.

Assessment tools used in kindergarten entry assessments (KEAs): State scan
Weisenfeld, GG, January, 2017
New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

At the request of a state early education administrator, CEELO developed a national scan on the current assessment tools that are used in states to assess the development of children at kindergarten entry. This information could be useful to other states that are in the process of developing or revising their KEAs. (author abstract)

Fact Sheets & Briefs

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36.

Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement
Reynolds, Arthur J.; Warner-Richter, Mallory; Richardson, Brandt A.; et al., 26 November, 2014
JAMA: The Journal of the American Medical Association, 312(20), 2126-2134

Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown. Objective To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement. Design, setting, and participants End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n = 409) or part day (3 hours on average; n = 573) in the 2012-2013 school year in 11 schools in Chicago, Illinois. Intervention The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services from preschool to third grade. Main outcomes and measures School readiness skills at the end of preschool, attendance and chronic absences, and parental involvement. The readiness domains in the Teaching Strategies GOLD Assessment System include a total of 49 items with a score range of 105-418. The specific domains are socioemotional with 9 items (score range, 20-81), language with 6 items (score range, 15-54), literacy with 12 items (score range, 9-104), math with 7 items (score, 8-60), physical health with 5 items (score range, 14-45), and cognitive development with 10 items (score range, 18-90). Results Full-day preschool participants had higher scores than part-day peers on socioemotional development (58.6 vs 54.5; difference, 4.1; 95% CI, 0.5-7.6; P = .03), language (39.9 vs 37.3; difference, 2.6; 95% CI, 0.6-4.6; P = .01), math (40.0 vs 36.4; difference, 3.6; 95% CI, 0.5-6.7; P = .02), physical health (35.5 vs 33.6; difference, 1.9; 95% CI, 0.5-3.2; P = .006), and the total score (298.1 vs 278.2; difference, 19.9; 95% CI, 1.2-38.4; P = .04). Literacy (64.5 vs 58.6; difference, 5.9; 95% CI, -0.07 to 12.4; P = .08) and cognitive development (59.7 vs 57.7; difference, 2.0; 95 CI, -2.4 to 6.3; P = .38) were not significant. Full-day preschool graduates also had higher rates of attendance (85.9%vs 80.4%; difference, 5.5; 95% CI, 2.6-8.4; P = .001) and lower rates of chronic absences ([greater than or equal to]10% days missed; 53.0% vs 71.6%; difference, -18.6; 95% CI, -28.5 to -8.7; P = .001;[greater than or equal to]20%days missed; 21.2% vs 38.8%; difference -17.6%; 95% CI, -25.6 to -9.7; P < .001) but no differences in parental involvement. Conclusions and relevance In an expansion of the CPCs in Chicago, a full-day preschool intervention was associated with increased school readiness skills in 4 of 6 domains, attendance, and reduced chronic absences compared with a part-day program. These findings should be replicated in other programs and contexts. (author abstract)

Reports & Papers

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37.

Beginning school for children at risk
Ramey, Craig T.; Ramey, Sharon L., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 217-251). Baltimore: Paul H. Brookes Publishing Co.

A review of why the transition to school is considered an important period for scientific inquiry, educational improvement, and societal concern

Other

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38.

Benefit-cost analysis of the Perry Preschool Program and its policy implications
Barnett, W. Steven, 1985
Educational Evaluation & Policy Analysis, 7(4), 333-342

A benefit-cost analysis of the Perry Preschool project, a discussion of its net value, and implications for future policy decisions

Reports & Papers

39.

The Between the Lions American Indian Literacy Initiative research component: Report prepared for the United States Department of Education
Linebarger, Deborah L.,
Philadelphia, PA: University of Pennsylvania, Children's Media Lab. (No longer accessible as of August 14, 2013).

An investigation of the influence of the Between the Lions television program on American Indian children?s early literacy skills, based on a two-year study of Head Start children from 11 aboriginal communities in New Mexico

Reports & Papers

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40.

Beyond the pages of a book: Interactive book reading and language development in preschool classrooms
Wasik, Barbara H.; Bond, Mary Alice, 2001
Journal of Educational Psychology, 93(2), 243-250

An article on the effects of an interactive reading intervention on the language skills of preschool children.

Reports & Papers

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41.

A broader view: The national evaluation of the 21st Century Community Learning Centers program: Design report: Vol. I
United States. Department of Education. Planning and Evaluation Service, 2001
Princeton, NJ: Mathematica Policy Research.

The first volume of a report on the national evaluation of the Twenty-first Century Community Learning Centers program implementation and impact study designs

Reports & Papers

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42.

A broader view: The national evaluation of the 21st-Century Community Learning Centers program: Design report: Vol. I [Executive summary]
United States. Department of Education. Planning and Evaluation Service, 2001
Princeton, NJ: Mathematica Policy Research.

The executive summary of a report on the national evaluation of the Twenty-first Century Community Learning Centers program implementation and impact study designs

Executive Summary

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43.

A broader view: The national evaluation of the 21st-Century Community Learning Centers program: Design report: Vol. II. Instruments
United States. Department of Education. Planning and Evaluation Service, 2001
Princeton, NJ: Mathematica Policy Research.

Interview guides, questionnaires, and assessments used in a study to evaluate the Community Learning Centers Program

Reports & Papers

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44.

Building a classroom community that supports English learners in preschool
Hoisington, Cindy; Anastasopoulos, Louisa; Young, Jessica Mercer; et al., 2015
NHSA Dialog, 18(2), 1-30

This study details the implementation and evaluation of a professional development (PD) intervention program in language and literacy for early childhood teachers using a mixed method, quasi-experimental study design. The program, Supporting Children with Language Differences (SPLD), was offered over a six-month period to 19 teachers in a federally-funded preschool program. The PD, incorporating instructional course sessions, classroom-based assignments, and onsite coaching, was designed to build teachers' capacity to promote the language and literacy development and learning of English Learner (EL) children in their classrooms. Results showed a significant positive effect of the intervention on preschoolers' oral language, receptive language, and pre-literacy skills. Moreover, the results of this study suggest that intentional inclusion of ELs in classroom activities and a sustained emphasis on the practices, strategies, and adaptations that support their inclusion may be the key to promoting ELs' language success in early childhood classrooms. (author abstract)

Reports & Papers

45.

Building state P-3 systems: Learning from leading states
Jacobson, David, August, 2016
New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

This report provides three in-depth case studies of states that are working to build P-3 systems. These case studies address a central question: How can states support P-3 system building at both state and local levels? In addressing this question, the case studies provide significant detail about each state's P-3 policies and approaches to local support, yielding a range of examples intended to inform the thinking of state early childhood administrators as they design policies and programs to meet the needs of their specific state contexts. (author abstracts)

Reports & Papers

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46.

Building state P-3 systems: Learning from leading states [Executive summary]
Jacobson, David, August, 2016
New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

The case studies profiled in this report demonstrate the crucial roles SEAs can play in supporting P-3 system building-both through state policy as well as by supporting local and regional early learning partnerships. Carrying out this work requires that SEAs align their work internally across divisions and units while building the capacity of communities to design and implement quality improvement and alignment activities. (author abstracts)

Executive Summary

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47.

Building strong Ready to Learn outreach
Vogel, Cheri; Uhl, Stacey; Boller, Kimberly; et al., 30 October, 2001
Alexandria, VA: Public Broadcasting Service.

A substudy of the comprehensive evaluation of Ready to Learn, a program in which Public Broadcasting Service member stations broadcast a mandated number of hours of children's programming, and coordinators at each station engage in outreach activities to facilitate the use of this programming as an educational tool, with a focus on coordinators' outreach activities and their views on a Ready to Learn professional development seminar

Reports & Papers

48.

Building strong Ready to Learn outreach [Executive summary]
Vogel, Cheri; Uhl, Stacey; Boller, Kimberly; et al., 31 October, 2001
Alexandria, VA: Public Broadcasting Service. (No longer accessible as of December 21, 2012).

A summary of a substudy of the comprehensive evaluation of Ready to Learn, a program in which Public Broadcasting Service member stations broadcast a mandated number of hours of children's programming and coordinators at each station engage in outreach activities to facilitate the use of this programming as an educational tool, that focused on coordinators' outreach activities and their views on a Ready to Learn professional development seminar

Executive Summary

49.

A call to commitment: Fathers' involvement in children's learning
United States. Department of Education; United States. Department of Health and Human Services, 2000
Washington, DC: U.S. Department of Education.

An investigation into the influence of fathers’ involvement in children’s early education on children’s development and outcomes

Reports & Papers

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