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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; New in five years [remove]; Pub Year:2012 [remove]; Full Text:yes [remove];
591 results found.|
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2011 Vermont Early Childhood and Afterschool Professional Development Survey A study of the professional development needs of early childhood and after school professionals in Vermont, including their professional development information sources, access, awareness, and interests, based on survey responses from 986 early childhood and after school professionals |
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2012 Oregon child care market price study A study of child care market rates and their geographic distribution across the state of Oregon in 2012 by provider type and age of child, based on data from a statewide child care resource and referral database for 3,511 family child care facilities, 861 child care centers, and 552 certified family child care facilities |
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2012 report: Migrant and Seasonal Head Start Supplement to the National Agricultural Worker Survey Findings on the characteristics of families with children under 6 years old from the National Agricultural Worker Survey (NAWS), a national random sample survey of crop farmworkers, and findings on families' child care experiences from the NAWS Migrant and Seasonal Head Start Supplement, which is administered to NAWS respondents with children under the age of 6 |
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21st Century Community Learning Centers: A descriptive evaluation for 2011-2012 An evaluation of West Virginia 21st Century Community Learning Centers that examines student participation, volunteers and partnerships, professional development and technical assistance, parent and community involvement, substance abuse prevention, and improvement and accountability processes, based on teacher surveys for 3,131 students, director surveys for 28 programs, and state educational administrative data |
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4Children children's centres interim impact report: What impact do our centres have on the lives and outcomes of children and families? An examination of service provision in and outcomes for communities served by 4 children's centers, which offer integrated, comprehensive early childhood and family services in England, based on analyses of administrative data and inspection reports |
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4-H Science evaluation: Year 3 implementation study An evaluation of 4-H Science, an initiative to increase 4-H science, technology, engineering, and applied math program offerings, that examines local-level program implementation, including in the areas of program content and pedagogy, staff and volunteers, youth recruitment, professional development, partnerships and resource support, and evaluation, based on survey responses from 372 county-level 4-H agents |
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4-H Science Initiative: Youth Engagement, Attitudes, and Knowledge study An evaluation of 4-H Science, an initiative to increase 4-H science, engineering, and technology program offerings, that examines: 4-H Science program characteristics and activities; the science-related attitudes, activities, and skills of participants; and the relationship of participant characteristics to their science-related attitudes, activities, and skills, based on survey responses from 182 4-H Science educators and from 486 children attending 4-H Science programs |
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The ABC Daycare disaster of Hermosillo, Mexico On June 5, 2009, the ABC Daycare facility in Hermosillo, Mexico, caught on fire with an estimated 142 children and 6 adult caregivers inside. The purpose of this article is to describe the factors contributing to the disaster including care of the survivors, tertiary burn center triage, patient transport, and treatment for this international mass casualty event. Finally, the results of an investigation performed by the Mexican Government are reviewed. A summary of the Mexican Government's investigation of the circumstances of fire and an examination of prevention lapses in other Mexican daycare centers was obtained from their public Web site. The demographic and clinical characteristics of the children transported to the burn center were obtained from the patients' medical records and transport data sheets. The ABC Daycare had many fire safety breaches that contributed to the severity of the tragedy. Twenty-nine children died at the scene and more than 35 children were hospitalized throughout Mexico. A total of 12 children were transported to two Shriners Hospitals, 9 to Sacramento, and 3 to Cincinnati. The mean age of patients sent to the Shriners Hospitals was 2.9 +/- 0.16 years (2-4 years), with 5 being male and 7 female. The mean duration between injury and arrival was 9.2 +/- 2.1 days, the burn size was 43.0 +/- 6.8% TBSA (6.5-80%), and there were 3.75 operations per patient. Four had fourth-degree burns requiring finger amputations (2), flaps to cover bone (1), or a through-knee amputation (1). Ten patients were admitted to the intensive care unit, and nine patients (seven with inhalation injury) required mechanical ventilation for a mean of 23.6 +/- 10.3 days. All the surviving children were discharged after a mean length of stay of 45.9 +/- 8.7 days. In the first year postinjury, seven children were readmitted a total of 11 times for reconstructive surgery, wound care, or rehabilitation. Ultimately, a total of 49 children died. A review of other daycare centers in Mexico revealed similar safety lapses that could lead to future major disasters. This burn disaster in Hermosillo was potentially preventable with adherence to standard prevention principals. The young age of the victims and the need for an international medical response posed special problems. Prevention efforts need to be improved to prevent future disasters in Mexico. (author abstract) |
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Academic performance of language-minority students and all-day kindergarten: A longitudinal study A study of the longitudinal mathematics and reading growth patterns of students from linguistically and economically disadvantaged backgrounds from kindergarten entry through fifth grade, an examination of the relationship between participation in of all-day or half-day kindergarten on that growth, and an examination of these relationships for those students from the two lowest socioeconomic (SES) quintiles, based on data from 11,776 students in the Early Childhood Longitudinal Study, Kindergarten (ECLS-K) |
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Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings A comparison of the impact of exposure to the Chicago School Readiness intervention during the Head Start year on children's language, literacy, and math and behavioral outcomes between kindergarteners in both high and low performing schools, based on secondary analysis of data from 361 children who were participants in the Chicago School Readiness Program |
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Acceptability ratings of language interventions and reasoning as described by early childhood special education teachers An examination of teachers' preferences between naturalistic and therapeutic approaches to language interventions and reasoning, based on data from 29 early childhood special education teachers from public school districts in Southern California |
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Access to the Illinois Preschool for All initiative: Insights from five lower-incidence immigrant groups in northern Cook County Findings from two studies of the barriers to and opportunities for accessing Preschool for All (PFA), Illinois' universal preschool program, faced by lower-incidence immigrant groups in the Chicago area, based on 9 focus groups with Nigerian, Pakistani, Vietnamese, Polish, and Haitian parents, and on 19 interviews with PFA providers |
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Access to preprimary education and progression in primary school: Evidence from rural Guatemala Evidence on the impacts of a large-scale expansion in public preprimary education is limited and mostly circumscribed to high and middle-income countries. This paper estimates the effects of such an expansion on progression in primary school in rural communities of Guatemala. Combining administrative and population census data in a difference-in-difference framework, the paper examines a large-scale construction program that increased the number of preprimaries from around 5,300 to 11,500 between 1998 and 2005. The results indicate that the program increased by 2.1 percentage points the fraction of students that progress adequately and attend sixth grade by age 12. These positive effects are heavily concentrated among girls. (author abstract) |
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Access to preschool education in the year before full-time school An examination of variations in child care arrangements in Australia by child sociodemographic characteristics, based on data for 5,872 4- and 5-year-old children from two cohorts of the nationally representative Longitudinal Study of Australian Children |
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Accounting for movement between childcare classrooms: Does it change teacher effects interpretations? A study of the prevalence of teacher and child movement between classrooms, of the link between head and assistant teachers' qualifications and quality of care, and of the relationship between head and assistant teacher qualifications and children's literacy, receptive language, and mathematics skills that includes an examination of the mediating influence of child and teacher movement on that relationship, based on data from community-based child care centers serving 790 primarily low-income children in Colorado |
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Accuracy of teacher judgments of preschoolers' math skills A study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science |
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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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Adapting Western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools A comparison of the amounts of both Eastern and Western cultural teaching practices in Chinese-language literacy instruction at 18 preschools in China, Hong Kong, and Singapore, all serving middle-class families |
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Adolescent emotional and behavioural outcomes of nonparental preschool childcare An examination of the relationship between nonparental early child care and adolescent mental health outcomes, based on a secondary analysis of data from 197 participants in the Croydon Assessment of Learning Study in the United Kingdom |
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Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up A longitudinal study of the effect of an early educational intervention on economic, socioemotional, and educational outcomes at age 30, based on data collected from 101 of the original low-income participants in the Abecedarian Project experiment in North Carolina |
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African American preschool children's physical activity levels in Head Start A description of the physical activity levels of children attending Head Start programs, and a determination of the extent to which the children's physical activity varied by age of child, gender, morning or afternoon class time, and Head Start site location, based on data from 158 4- and 5-year-old children at 6 Head Start program sites in a Midwestern metropolitan area in the United States |
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After school care for children on the Autism spectrum An investigation of the reported experiences with and needs for after school care by parents of children with Autism Spectrum Disorder (ASD), based on a survey of 54 parents of children with ASD |
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Alaska Pilot Pre-Kindergarten Project (AP3): Year two report An evaluation of the second year of the Alaska Pilot Pre-Kindergarten Project, which provides state funding to school districts for preschool programs, that examines child developmental and program quality outcomes |
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The alignment of CEC/DEC and NAEYC personnel preparation standards A description of the process for the alignment of personnel preparation standards developed by the Council for Exceptional Children and Division for Early Childhood with the standards developed by the National Association for the Education of Young Children, and an identification of both areas of convergence across the two sets of standards and areas that were primarily addressed through only one set of standards |
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Alphabet knowledge in preschool: A Rasch model analysis An examination of the dimensions of the alphabet knowledge construct and the relative difficulty of different alphabet knowledge tasks--uppercase letter recognition, names, and sounds, and lowercase letter names--within a sample of 335 children recruited from 15 child care and preschool facilities in Fort Wayne, Memphis, and New York City |
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