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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Fact Sheets & Briefs [remove]; New in five years [remove]; Pub Year:2007 [remove];
327 results found.|
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10 new ideas for early education in the NCLB reauthorization A series of recommendations for strengthening provisions in the reauthorization of the No Child Left Behind (NCLB) Act to better support high-quality early education |
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2006 childcare and early years providers surveys A summary of a comparison of characteristics--including characteristics of children served, provider income, and staff size, wages, recruitment, qualifications, and training--of child care and early education provider organizations in eight sectors--family child care providers, out-of-school time providers, full-day care providers, part-day providers, Sure Start children's centers, preschools, primary schools with transition classes for four- and five-year-old children but not preschool classes, and primary schools with both preschool and transition classes--in the United Kingdom |
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The abc's of child care: Access, barriers, concerns A profile of the child care market in Los Angeles County, California, and a discussion of families' concerns regarding access and barriers to child care |
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Access to afterschool programs: Overcoming the barriers to getting youth "in the door" An overview of six common barriers to children's access to and participation in after school programs |
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Afterschool: The bridge connecting schools and communities An examination of the role that after school progams can play in involving communities and their resources to improve children's outcomes and complement schools' approaches to education |
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The after school landscape in California: Opportunities of the After School Education and Safety Program Act A discussion of challenges encountered in the implementation of the After School Education and Safety (ASES) Program Act, also called Proposition 49, with policy recommendations for the further development of after school and nutrition programs for schools |
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Afterschool: A powerful path to teacher recruitment and retention A discussion of after school programs as valuable resources for teacher recruitment, teacher retention, and strengthening of the links between school and after school |
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Afterschool programs: Helping kids succeed in rural America An overview of the special challenges faced by poor children in rural areas and examples of after school programs successfully meeting these challenges |
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Afterschool programs: Keeping kids--and communities--safe A discussion of the use of after school programs in decreasing youth violence and other illicit activities in the after school hours from 3 to 6 pm |
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Alabama early childhood profile An overview of Alabama's policy choices alongside other contextual data related to the well-being of young children |
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Alaska early childhood profile An overview of Alaska's policy choices alongside other contextual data related to the well-being of young children |
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Arizona early childhood profile An overview of Arizona's policy choices alongside other contextual data related to the well-being of young children |
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Arkansas early childhood profile An overview of Arkansas's policy choices alongside other contextual data related to the well-being of young children |
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Assessing initiatives for family, friend, and neighbor child care: An overview of models and evaluations A description of current efforts to support and enhance home-based, regulation-exempt child care provided by family, friends, and/or neighbors, and of the documentation and evaluation of these efforts |
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Beyond child care centers: The essential role of home-based child care in Connecticut's early care and education system An overview of the role of family child care homes in the early care and education system in Connecticut, focusing on issues of regulation, cost, supply, and quality |
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Building a comprehensive system to address infant and early childhood mental health disorders A presentation of policy recommendations for the development of a standard national system for the design and implementation of infant and toddler mental health services |
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Building early childhood facilities: What states can do to create supply and promote quality A summary of an examination of issues related to child care facilities, with policy recommendations for addressing barriers to improving the supply and quality of child care facilities |
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Building, engaging, and supporting family and parental involvement in out-of-school time programs An examination of the importance of family involvement for out-of-school time programs |
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Building local systems to support early childhood education A discussion of common obstacles to child enrollment in Illinois' Preschool for All program, and a series of community- and policy-level recommendations for increasing access to classroom-based early education for at risk children in low income communities |
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Building relationships between parents and carers in early childhood An overview of aspects of the parent-caregiver relationship where conflicts may arise, with recommendations for practices to reduce these conflicts |
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Building strong rungs to build sturdy ladders: The status of preschool-3rd grade systems in New Jersey Findings from a study of New Jersey’s attempts at aligning preschool through third grade education (P-3) to insure continuity for students |
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California early childhood profile An overview of California's policy choices alongside other contextual data related to the well-being of young children |
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Caregiver well-being affects academic achievement A summary of 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 |
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Caregiver well-being affects academic achievement A summary of 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 |
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Can child care impact risk for depression A summary of an analysis comparing the incidence of depression at age 21 in participants in the Abecedarian Project, an intensive early childhood program for at risk children, with nonparticipants |
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