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Produced by Research Connections
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Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children An identification of two routines profiles--structured-balanced and high free choice, derived from varying proportions of teacher-directed and child-initiated activities during the preschool day, and a study of the relationship between those routine profiles and structural program characteristics, measures of process quality, children's engagement in activities of various academic contents, teachers' instructional strategies, and children's school readiness skills, based on data from 53 public preschool classrooms, 47 private preschool classrooms, and 25 family child care homes that serve low-income children in Los Angeles, California |
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Anchors away! Implementing program-wide positive behavior supports at the Visiting Nurses Association Child Care and Family Resource Center An account of the implementation of the use of positive behavior support (PBS) by early childhood workers in a child care and preschool setting that provides integrated health and education services to children of low- to moderate-income families in New Hampshire, including a discussion of challenges of program development and teacher training |
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The association between preschool children's social functioning and their emergent academic skills A study of the relationship between social functioning and emergent academic development that includes an examination of gender, ethnicity, and children's feelings about school as moderators of that relationship, based on data from 467 preschool children from 84 classrooms at 44 different centers, as part of a larger study on preventing academic and externalizing difficulties |
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Children with disabilities in early elementary school A chapter overview of research surrounding transition to Kindergarten drawn for children with disabilities |
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The effectiveness of two universal behavioral supports for children with externalizing behavior in Head Start classrooms A study of changes in teacher-child interaction following a regimen of teacher in-service training designed to increase teacher use of precorrective statements and behavior-specific praise, based on observations of the interactions of 3 student-teacher pairs in Head Start classrooms |
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Effects of first aid training using small group instruction with young children with disabilities An examination of a first aid training procedure on the acquisition, maintenance and generalization of children with disabilities seeking adult assistance in response to simulated injuries |
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The effects of three techniques on student participation with preschool children with attending problems An evaluation of the effectiveness of three different responding techniques (hand raising, choral responding, response card) on young children's participation and task behavior, specifically looking at the effects on preschool children with attention problems |
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Everyday activity settings, natural learning environments, and early intervention practices A study examining the impact of using everyday activities as learning practices in early intervention programs as compared with early intervention programs that incoroporate services |
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Father participation in early education programs A survey to determine the preferred forms of participation by fathers in their children’s early education programs, based on a random sample of 318 fathers from six states |
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Getting ready: Results of a randomized trial of a relationship-focused intervention on the parent-infant relationship in rural Early Head Start A randomized study of the effects of the Getting Ready intervention on parenting behaviors, based on data from 234 families enrolled in rural Early Head Start home-based programming designed to support the parent-infant relationship |
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Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood A fidelity of implementation study of the degree to which early childhood programs in the Getting Ready project deliver collaborative strategies during home visits, implement strategies to initiate parent interest and engagement, and differ on rates of implementation and effectiveness between a treatment and a comparison group and an Early Head Start and a Head Start group as well as a study of the relationship between implementation fidelity and both professional characteristics and time in intervention, based on data collected from 65 early childhood professionals |
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Improving quality in early childhood environments through on-site consultation A description of a model designed to help improve quality in early childhood programs through on-site consultations and a discussion of the model's implementation, evaluation strategies, and effects on program quality |
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An integrated curriculum to improve mathematics, language, and literacy for Head Start children A report on the development and field trial of the Evidence-Based Program for Integrated Curricula (EPIC) for Head Start that focuses on comprehensive mathematics, language, and literacy skills, based on data from EPIC or the Developmental Learning Materials Early Childhood Express curriculums randomly assigned to 70 classrooms with 1,415 children |
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Is preschool executive function causally related to academic achievement? A reanalysis of data using an alternative analytic approach--a fixed effects regression analysis--to examine the relationship between preschool executive function and children's academic achievement, based on data from 794 preschool children, assessed in the fall and spring of an academic year |
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Large-scale implementation of program-wide positive behavioral interventions and supports in early childhood education programs in New Hampshire An account of the implementation of program-wide positive behavioral support (PWPBS) in 16 early childhood and Head Start programs at 47 sites across New Hampshire |
Other
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The long term consequences of infant day-care and mother-infant attachment A study on the influence of child care and mother-child attachment on social and emotional adaptation |
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Making visible teacher reports of their teaching experiences: The Early Childhood Teacher Experiences Scale An account of the development and testing of the Early Childhood Teacher Experiences Scale (ECTES)--a multidimensional measure of early childhood teacher experiences for use by preschool, kindergarten, and first grade teachers--as well as an examination of both the relationship between ECTES factors and teacher practices, and differences in teacher experience by program and degree, based on a survey of 584 early childhood educators |
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The matter of assessor variance in early childhood education: Or whose score is it anyway? An examination of the relative proportions of score variation attributable to both assessors and children on assessments administered both outside of classrooms by extramural assessors and for measures administered by teachers within classrooms, based on data from multiple cohorts of Head Start and kindergarten children from the 254 Head Start classrooms in a public school system in a large city the eastern United States |
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Multidimensionality of teachers' graded responses for preschoolers' stylistic learning behavior: The Learning-to-Learn scales A validity study that includes both exploratory and confirmatory analyses of the Learning-to-Learn scales, a longitudinal study of its sensitivity to growth, and a study of its predictive power against future deficits in cognitive achievement, based on a data from 1,980 Head Start attendees in 80 selected school districts of Philadelphia in the 2006-2007 academic year and 733 newly enrolled students from the same classes for 2007-2008 academic year |
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Ongoing, web-mediated professional development focused on teacher-child interactions A study of teachers' use of and satisfaction with the MyTeachingPartner (MTP) online in-service professional development program, based on data collected from teachers who had access only to the online program and teachers who both used the online program and interacted with consultants |
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Paper lion in a preschool classroom: Promoting social competence An observational study of a preschool classroom practicing full inclusion and integrated therapy to examine how children of varying developmental levels interact with each other, how various professionals provide classroom services, and how professionals of different disciplines collaborate to serve all the children |
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Parent engagement and school readiness: Effects of the “Getting Ready” intervention on preschool children's social-emotional competencies An investigation of the effects of the Getting Ready parent engagement intervention on Head Start students’ interpersonal competence and behavior relative to that of a control group for 220 children in 28 Head Start classrooms housed in 19 different public elementary school buildings in a Midwestern state over the course of 2 years |
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Policy and management supports for Early Head Start and Part C programs A qualitative study of the perceptions of state and local administrators, direct care providers, and parents of the process of service integration of Part C and Early Head Start programs in five states |
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Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers A study of the relationship between number of teacher-implemented activities in a kindergarten readiness intervention and center type, attitudes toward the intervention, perceptions of the work environment, perceptions of the center director, job satisfaction, job commitment, and self efficacy for 49 female teachers of 3- and 4-year old children from 8 Head Start and 22 community child care centers participating in the Building Bridges project |
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Professional development in early childhood programs: Process issues and research needs A discussion of the goals of professional development for early childhood educators, and a presentation of research directions to further understand the influence of professional development efforts on the changes in educators’ skills, beliefs, and practices |
Other
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