Browse the Collection
|
|
Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove];
19 results found.|
Select Citation
|
Result | Resource Type |
|
|
|
|
21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2008-09 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
|
|
|
|
|
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] 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
|
|
|
|
|
21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2009-10 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
|
|
|
|
|
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] 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
|
|
|
|
|
Annual evaluation report: 2009-2010 school year 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
|
|
|
|
|
Annual evaluation report: 2010-2011 school year 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
|
|
|
|
|
Annual evaluation report: 2011-2012 school year 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
|
|
|
|
|
Evaluation report: Bridge to success: Increasing access and availability of 21st Century Community Learning Centers afterschool programming in Mississippi: Preliminary statewide PPICS evaluation finding An evaluation of Mississippi 21st Century Community Learning Center (21st CCLC) programs that examines participant demographic characteristics, program characteristics and activities, and student behavior and academic achievement, based on data for 88 21st CCLC grantees from the Profile and Performance Information Collection System (PPICS), a program reporting database |
Reports & Papers
|
|
|
|
|
Evaluation report: Bridge to success: Increasing access and availability of 21st Century Community Learning Centers afterschool programming in Mississippi: Preliminary statewide PPICS evaluation finding [Executive summary]
A summary of an evaluation of Mississippi 21st Century Community Learning Center (21st CCLC) programs that examines participant demographic characteristics, program characteristics and activities, and student behavior and academic achievement, based on data for 88 21st CCLC grantees from the Profile and Performance Information Collection System (PPICS), a program reporting database |
Executive Summary
|
|
|
|
|
Impact of supplemental tutoring configurations for preschoolers at risk for reading difficulties Two studies examining the impact of different grouping configurations in a supplemental tutoring program for at risk early learners in early care and education centers: the first comparing one-on-one tutoring to tutoring in pairs, based on data from 45 young children, and the second comparing tutoring with a higher-skilled peer to tutoring with a comparably-skilled peer, based on data from 54 young children |
Reports & Papers
|
|
|
|
|
Minnesota out-of-school time primary funding streams: Fiscal year 2011 An examination of funding sources for out-of-school time programs at the federal, state, and foundation levels in Minnesota, based on youth-serving organization surveys, key informant interviews, and a literature review |
Reports & Papers
|
|
|
|
|
Morning message time: An exploratory study in Head Start A study of teachers' code- and meaning-related information in messages constructed as part of the Morning Messages practice, and of the relationship between the discussion of letters, sounds, and meaning and children's early language and literacy skills, based on data from 7 Head Start teachers and 59 four-year-old children involved in the Exceptional Coaching for Early Language and Literacy (ExCELL) professional development intervention |
Reports & Papers
|
|
|
|
|
Ready for success: Creating collaborative and thoughtful transitions into kindergarten An examination of state- and local-level approaches to the kindergarten transition process in California, Georgia, Maryland, Minnesota, New Jersey, and Virginia, based on interviews with 24 key informants |
Reports & Papers
|
|
|
|
|
Reducing the Matthew effect: Lessons from the ExCELL Head Start intervention A study of the impact of ExCELL (Exceptional Coaching for Early Language and Literacy), a professional development intervention for Head Start teachers, on the vocabulary gap between children with higher and lower initial vocabulary skill levels, and of the differential associations of aspects of the intervention experience, in particular structural and process quality, to children's vocabulary development depending on their initial vocabulary skills, based on observations of 19 intervention and 11 control classrooms and on assessments of 358 intervention and 183 control children, all from either 2 randomly assigned intervention Head Start grantees or from 1 control grantee |
Reports & Papers
|
|
|
|
|
A report on the Technological Enhancements project evaluation: Deepening early learning experiences through technology An evaluation of supplemental technology developed for three early literacy media programs that examines the role of the supplemental materials and activities in facilitating program dissemination, meeting the needs of users, and supporting caregiver-child early literacy interactions, based on program materials, interview and site visit data, and teacher surveys |
Reports & Papers
|
|
|
|
|
A report on the Technological Enhancements project evaluation: Deepening early learning experiences through technology [Executive summary] A summary of an evaluation of supplemental technology developed for three early literacy media programs that examines the role of the supplemental materials and activities in facilitating program dissemination, meeting the needs of users, and supporting caregiver-child early literacy interactions, based on program materials, interview and site visit data, and teacher surveys |
Executive Summary
|
|
|
|
|
Unpacking an effective language and literacy coaching intervention in Head Start: Following teachers' learning over two years of training An investigation of the relationship between two years of a coaching-based language and literacy intervention within the Exceptional Coaching for Early Language and Literacy (ExCELL) intervention, and Head Start teachers' classroom environments and instructional interactions, as well as the vocabulary, alphabet, and sound awareness learning of their students, based on data from 26 Head Start teachers and 983 young children |
Reports & Papers
|
|
|
|
|
Year one context studies: A report to the Ready to Learn Initiative Findings from both a survey study and an observation study of the use of digital media and technology to support math and literacy instruction in early learning settings, based on survey responses from 106 preschool teachers and 86 summer learning program instructors, and on classroom observations and teacher and program director interviews for a subset of 32 classrooms |
Reports & Papers
|
|
|
|
|
Year one context studies: A report to the Ready to Learn Initiative [Executive summary] A summary of findings from both a survey study and an observation study of the use of digital media and technology to support math and literacy instruction in early learning settings, based on survey responses from 106 preschool teachers and 86 summer learning program instructors, and on classroom observations and teacher and program director interviews for a subset of 32 classrooms |
Executive Summary
|
|
Select Citation
|
