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			Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences Downer, Jason T., March 2006 School Psychology Review, 35(1), 11-30 A study of the association between academic and cognitive development of first graders and the quantity and quality of child care, home learning environment, family demographics, and maternal characteristics of a sample of 832 children from 9 states	Reports & Papers
			Access, participation, and supports: A framework for improving inclusive early education opportunities for children with disabilities Buysse, Virginia, 2012 In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 480-506). New York: Guilford Press A summary of research literature and information from the joint Division for Early Childhood/National Association for the Education of Young Children (DEC/NAEYC; 2009) position statement identifying specific educational practices that promote access, participation, and supports for young children with disabilities and their families	Other
			Accountability and program evaluation in early education Gilliam, Walter S., 2012 In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 73-91). New York: Guilford Press A discussion of research design options for the measurement of the outcomes of early education programs	Methods
			Accountability in early childhood: No easy answers Meisels, Samuel J., 2007 In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the age of accountability (pp. 31-47). Baltimore: Paul H. Brookes An inquiry into the role of high-stakes testing in early childhood programs in the adoption of early childhood policies, with a suggestion of an alternative method for the assessment of children to inform the decisions of public policymakers	Other
			Adult-child processes and early schooling Pianta, Robert C., 1997 Early Education and Development, 8(1), 11-26 A discussion on the relationship of school outcomes to social processes	Reports & Papers
			Aligning measures of quality with professional development goals and goals for children's development Pianta, Robert C., 2011 In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 297-315). Baltimore: Paul H. Brookes Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children	Other
			An approach to enhance kindergarten transition Kraft-Sayre, Marcia E., 1999 (NCEDL Spotlights No. 17). Chapel Hill, NC: National Center for Early Development and Learning. A descriptive summary of an approach to enhancing kindergarten transition through a series of activities connecting principals, teachers, parents, children and peers	Fact Sheets & Briefs
			Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early, Diane Marie, 2006 Early Childhood Research Quarterly, 21(2), 174-195 An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements	Reports & Papers
			Assessing readiness Meisels, Samuel J., 1999 In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 39-66). Baltimore: Paul H. Brookes Publishing Co. A review of the literature on the Assessment of School Readiness	Other
			Assessing the school readiness needs of a state Schultz, Tom, 2009 In R.C. Pianta & C. Howes (Eds.), The promise of pre-k, (pp. 31-50). Baltimore: Paul H. Brookes 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
			Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships Driscoll, Katherine C., January 2010 Early Education and Development, 21(1), 38-64 An investigation of the effects of a pro-social teacher-child intervention on teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher�child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions	Reports & Papers
			Beginning school for children at risk Ramey, Craig T., 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
			Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms Hamre, Bridget, 2007 New York: Foundation for Child Development. An assessment of the extent to which the Classroom Assessment Scoring System (CLASS) Framework, a theoretical model of classroom practice, can be applied to a broad spectrum of early childhood and elementary settings, based on data from four large-scale national research projects conducted from 1998 to 2005 in over 4,000 preschool to fifth grade classrooms	Reports & Papers
			The changing nature of the transition to school: Trends for the next decade Pianta, Robert C., 1999 In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 363-379). Baltimore: Paul H. Brookes Publishing Co. A book chapter addressing research, policy, and practical issues surrounding transition from home to school, from child care to school, and from early childhood to elementary programs	Other
			Changing schools for changing families Melton, Gary B., 1999 In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 179-213). 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
			Child-Parent Relationship Scale Pianta, Robert C., 1992 Charlottesville: University of Virginia.	Instruments
			Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence Barbarin, Oscar, 2006 American Journal of Orthopsychiatry, 76(2), 265-276 An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence	Reports & Papers
			Children's classroom engagement and school readiness gains in prekindergarten Chien, Nina C., September/October 2010 Child Development, 81(5), 1534-1549 A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)	Reports & Papers
			Children with disabilities in early elementary school Wolery, Mark, 1999 In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 253-280). Baltimore: Paul H. Brookes Publishing Co. A chapter overview of research surrounding transition to Kindergarten drawn for children with disabilities	Other
			Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Hamre, Bridget, 2005 Child Development, 76(5), 949-967 An examination of ways children�s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers� observations of behavioral, attention, academic, and/or social difficulties	Reports & Papers
			The Classroom Assessment Scoring System: Findings from the prekindergarten year La Paro, Karen M., 2004 Elementary School Journal, 104(5), 409-426 An observational study evaluating the reliability and validity of the Classroom Assessment Scoring System (CLASS), an instrument designed to evaluate prekindergarten classroom quality focusing on emotional and instructional classroom elements	Reports & Papers
			Classroom Assessment Scoring System Pre-K Pianta, Robert C., 2008 Baltimore: Paul H. Brookes Publishing	Instruments
			Classroom Assessment Scoring System: Toddler Version Pianta, Robert C., 2009 Unpublished instrument	Instruments
			Co-constructing the transition to school: Reframing the novice versus expert roles of children, parents, and teachers from a cultural perspective Doucet, Fabienne, 2007 In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 307-328). Baltimore: Paul H. Brookes A discussion of the transition to school as a cultural experience for children and families	Other
			Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning's Kindergarten Transition Intervention Pianta, Robert C., 2001 Early Childhood Research Quarterly, 16(1), 117-132 A report on the results of the National Center for Early Development and Learning's Kindergarten Transition Intervention in terms of parent-teacher relationships and parent, teacher, and preschool staff perceptions of transition practices	Reports & Papers

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