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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove];
27 results found.|
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The consistency of perceived teacher-child relationships between preschool and kindergarten A longitudinal study of consistency in teacher perceptions of the quality of children’s teacher-child relationships over a three-year period encompassing both preschool and kindergarten |
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Development and validation of a measure to assess Head Start children's appraisals of teacher support An examination of Young Children’s Appraisals of Teacher Support (Y-CATS), a measure designed to explore children’s perceptions of their relations with teachers along dimensions of warmth, conflict, and autonomy |
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Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories A study of the relationship between 511 children's acquisition of academic skills from preschool to second grade and their experiences with parents and teachers, based on data from the Cost, Quality, and Outcomes Study, spanning child care centers in four states |
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Early language and the development of children's reading skills A longitudinal study of African American children's language and reading development to examine the relations among phonological awareness, language skills, print processing skills, and reading development in prekindergarten and in second grade |
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Early literacy individual growth and development indicators (EL-IGDIs): Growth trajectories using a large, internet-based sample An examination of age-related change in three early literacy individual growth and development indicators (EL-IGDI), a documentation and comparison of EL-IGDI growth trajectories, and a computation of age-based norms for use by practitioners, based on data from an internet-based sample of 7,355 3- and 4-year-olds |
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Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence An examination of the quality of student teacher relationships (STR) among 6 year-old children with and without intellectual disability, considering child characteristics as predicators of STR and using data from the children at age 3 |
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Educational expectations and school achievement of urban African American children An examination of parental and teachers’ expectations on sixth-grade math and reading achievement of African American children, including children’s expectations on academic achievement, based on data from the Chicago Longitudinal Study |
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Educational success in high-risk settings: Contributions of the Chicago Longitudinal Study Findings from four studies on the educational outcomes of high-risk children, using information from the Chicago Longitudinal Study |
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Exploratory and confirmatory factor analyses of the DIAL-3: What does this “developmental screener” really measure? An evaluation of the subsets and scales of the Developmental Indicators for Assessment of Learning-Third Edition, a screener used for identifying young children who are at risk for school failure, based on a study of 2012 preschool children attending Head Start programs |
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Further development of measures of early math performance for preschoolers An examination of the effectiveness of measures designed to predict preschool children's mathematical skills in later years |
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The impact of childcare and parent-child interactions on school readiness and social skills development in low-income African-American children An examination of the influence of childcare involvement and parent child interaction quality on the development of academic readiness and social skills among low-income African American 47 kindergarten children participating in the federal free and reduced-lunch program in the Northeastern United States |
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The impact of parents, child care providers, teachers, and peers on early externalizing trajectories An examination of the influence of parents, teachers, and peers in children's externalizing behavior after the transition to school, based on assessments of a subsample of 241 children who participated in the Wisconsin Study of Families and Work |
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Kindergarten practices and first-grade achievement for Latino Spanish-speaking, Latino English-speaking, and Anglo students A study of the impact of gender, ethnicity/home language, holding out, retention, and social promotion on first-grade achievement among Latino and Anglo students |
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Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education An examination of factors related to school- and home-based parent involvement and the parent-teacher relationship in preschool, based on a sample of 12 classroom teachers and 154 parents or caregivers in two Head Start centers |
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Parent involvement in early intervention for disadvantaged children: Does it matter? A study of parental involvement in early intervention curricula, such as participation in activities in their children's preschool and kindergarten classes and the frequency of their participation, and their children's later school competence based on assessment of data regarding 704 parents that participated in the Chicago Longitudinal Study |
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Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten A study of the associations between parent-school relationships and child early reading, mathematics, language, social skills, and problem behavior outcomes based on data from 140 preschool children and their parents or primary caregivers in 13 prekindergarten classrooms in 12 elementary schools in a large urban school district in the Midwest |
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Predictors of academic achievement among homeless and low-income housed children An inquiry into the association between homelessness and mobility and their influence on the academic achievement of low-income children, based on a sample of 174 low-income or homeless children ages 6 to 17 years old living in a shelter |
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Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs A comparison of children's school readiness skills change in classic Montessori, supplemented Montessori, and conventional programs and an investigation of the relationship between the percentage of children using Montessori materials in a classroom and children's school readiness skills, based on data from 172 children in 12 preschool classrooms |
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Preschool version of the Social Skills Rating System: An empirical analysis of its use with low-income children An investigation of the reliability and validity of the published teacher version of the preschool Social Skills Rating System (SSRS) for Head Start children |
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The promotive effects of family educational involvement for low-income children's literacy A study examining the significance of family involvement during kindergarten for low-income children's feelings about literacy and their literacy achievement between kindergarten and fifth grade, using data from the Comprehensive Child Development Program (CCDP) and the School Transition Study (STS) |
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A randomized trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention A study of the effect of the Getting Ready school readiness parent engagement intervention on preschool children's language and literacy development that includes a study of family and child risk factors as moderators of effects, based on data from 217 children, 211 parents, and 29 Head Start teachers in 21 schools |
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The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning A study of the additive and interactive relationships between approaches to learning, child problem behaviors, and classroom process quality, based on data from a largely urban and minority sample of 275 preschool children in 29 Head Start centers |
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The role of emotion regulation in children's early academic success An examination and comparison of the mechanisms by which emotion regulation skills relate to academic success in a population of 325 kindergarteners |
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Role of resilient personality on lower achieving first grade students' current and future achievement A longitudinal study of the effect of personality resilience on the academic achievement of lower achieving first grade children, taking into account children's externalizing behaviors, cognitive ability, and family adversity, in a sample of 445 children from three school districts in Texas |
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Teacher-child relationships, behavior regulation, and language gain among at-risk preschoolers A study of the relationship between child language gain and both teacher-child relationship quality and children's behavior regulation within preschool classrooms, based on data from 173 children with low socioeconomic status background and their teachers |
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