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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Howes, Carollee [remove]; Full Text:no [remove];
41 results found.|
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Result | Resource Type |
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Adult-Child Language Snapshot |
Instruments
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Assessing the school readiness needs of a state A description and analysis of 6 states' efforts to assess young children and the programs and settings in which they are prepared for schooling |
Other
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Child care for children in poverty: Opportunity or inequality? A study of child care quality in child care centers serving children from low-income families, its relationship to type of center-based programming, and its comparability to child care quality in centers serving upper- and middle-income families, based on data from the nationally representative Profile of Child Care Settings study and the National Child Care Staffing Study, which collected observational data on child care quality in 227 child care centers in five cities |
Reports & Papers
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Children's experiences in center-based child care as a function of teacher background and adult:child ratio An examination of child care quality in relation to adult: child ratio and teacher education, using the Cost, Quality and Outcome (CQO) and Florida Quality Improvement study datasets |
Reports & Papers
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Children's experiences in family child care and relative care as a function of family income and ethnicity A study of the role of family variables like ethnicity and income in the choice between family or relative child care arrangements, and the relationship between family variables and child care provider behavior and quality |
Reports & Papers
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Comparing universal and targeted prekindergarten programs A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms |
Reports & Papers
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Cost, quality and child outcomes in child care centers: Executive summary A summary of findings from a study of the relationship between child care costs and quality and the concurrent effects of child care quality on children's cognitive and socioemotional outcomes, based on data from licensed community childcare sites in Los Angeles County in California, the Hartford corridor in Connecticut, the Frontal range in Colorado, and the Piedmont region in North Carolina |
Executive Summary
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Cost, quality, and child outcomes in child care centers: Public report Findings from a study of the relationship between child care costs and quality and the concurrent effects of child care quality on children's cognitive and socioemotional outcomes, based on data from licensed community childcare sites in Los Angeles County in California, the Hartford corridor in Connecticut, the Frontal range in Colorado, and the Piedmont region in North Carolina |
Reports & Papers
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The Cost, Quality and Child Outcomes in Child Care Centers Study A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes |
Major Research Projects
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Cost, quality and child outcomes in child care centers: Technical report An outline of the structure and design of the Cost, Quality and Child Outcomes in Child Care Centers Study, with descriptive comparisons of the centers from which data was drawn, and a presentation of analytic study results |
Reports & Papers
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Early Head Start Research and Evaluation Project This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families. |
Major Research Projects
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The effects of professional development efforts and compensation on quality of services |
Fact Sheets & Briefs
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Emerging Academic Snapshot |
Instruments
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Emerging issues in prekindergarten programs A summation and conclusion of the book, “The Promise of Pre-K”, with recommendations for policy and future research about state funded pre-kindergarten |
Other
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Examining Mexican-heritage children's representations of relationships with mothers and teachers in preschool An investigation of the differences between representations of the child-mother attachment and representations of the child-teacher attachment among preschool children, and an exploration of the association between children's representations of the child-teacher attachment and teachers' perceptions of their relationship with the children, based on data from a sample of 97 preschool-age Mexican-heritage children from a large urban area |
Reports & Papers
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The Family Child Care Training Study: Highlights of findings |
Reports & Papers
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The Florida child care quality improvement study: 1996 Report |
Reports & Papers
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The Florida child care quality improvement study: Interim report |
Reports & Papers
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Formal education, credential, or both: Early childhood program classroom practices A study of the relationship between classroom quality and the credentials and educational levels of teachers in a sample of 231 early education classrooms |
Reports & Papers
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Georgia's prekindergarten program: Bright from the start An overview of Georgia's state prekindergarten program and its various components including curriculum, standards, assessment, and school readiness |
Other
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Implementing large-scale prekindergarten initiatives: Lessons from New York A description of the purposes driving New York universal pre-K policy and its key provisions, with an examination of related issues including infrastructure, teacher preparation, technical assistance, site development and expansion, transportation, and program evaluation |
Other
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Models for financing state-supported prekindergarten programs An overview of selct approaches to funding and financing state preschool programs |
Other
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National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: 1) To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings). 2) To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The above information pertains to the Main Child Level Public-use version and the Main Child Level Restricted-use version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-use version and Pre-K Classroom Level Restricted-use version) and for Kindergarten (Kindergarten Classroom Level Public-use version and Kindergarten Classroom Level Restricted-use version). |
Data Sets
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North Carolina’s More at Four prekindergarten program: A case study of funding versus quality and other issues in large-scale implementation An overview of the implementation of a statewide universal preschool program focussing on issues related to funding and quality |
Other
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An overview of prekindergarten policy in the United States: Program governance, eligibility, standards and finance An overview state-funded Pre-K programs with particular attention to enrollment, funding, and program standards and policies |
Reports & Papers
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