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Current Filters: Pub Year:2004 [remove]; Publisher:National Institute for Early Education Research (U.S.) [remove];

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Better teachers, better preschools: Student achievement linked to teacher qualifications
Barnett, W. Steven, December 2004
(Preschool Policy Matters Issue 2). New Brunswick, NJ: National Institute for Early Education Research.

A brief examining the link between preschool teacher qualifications and child outcomes, with recommendations for preschool teacher requirements.

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Case study: Public preschool in New Jersey is one roadmap to quality
Holcomb, Betty, 2004
New Brunswick, NJ: National Institute for Early Education Research.

A description of the development and implementation of New Jersey's public preschool program

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Child outcome standards in pre-k programs: What are standards; what is needed to make them work?
Shore, Rima, March 2004
(Preschool Policy Matters Issue 5). New Brunswick, NJ: National Institute for Early Education Research.

An overview of child outcome standards in Prekindergarten programs, how they relate to the standards movement in K-12 education, and what conditions are necessary to ensure their effectiveness

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Class size: What's the best fit?
Barnett, W. Steven, December, 2004
(Preschool Policy Matters Issue No. 9). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of the influence that class size has on the quality of preschool education

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Creating a qualified preschool teaching workforce part I: Getting qualified: A report on the efforts of preschool teachers in New Jersey's Abbott Districts to improve their qualifications
Ryan, Sharon, 2004
New Brunswick, NJ: National Institute for Early Education Research.

A survey of the demographics, salaries, and work experiences of New Jersey teachers in the Abbott preschools in low income areas

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Preschool assessment: A guide to developing a balanced approach
Epstein, Ann S., July, 2004
(Preschool Policy Matters Issue 7). New Brunswick, NJ: National Institute for Early Education Research.

An overview of issues surrounding the use of various preschool assessment methods, and the role of testing in policy decisions about early childhood programming

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The state of preschool: 2004 state preschool yearbook
Barnett, W. Steven, 2004
New Brunswick, NJ: National Institute for Early Education Research.

An annual review of access, quality, and resources in state funded preschool programs for children aged 3 and 4, in all 50 states and the District of Columbia, during the 2002-2003 program year

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The state of preschool: 2004 state preschool yearbook [Executive summary]
Barnett, W. Steven, 2004
New Brunswick, NJ: National Institute for Early Education Research.

A summary of an annual review of access, quality, and resources in state funded preschool programs for children aged 3 and 4, in all 50 states and the District of Columbia, during the 2002-2003 program year

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The state with two prekindergarten programs: A look at prekindergarten education in New York State (1928-2003)
Mitchell, Anne W., 2004
New Brunswick, NJ: Rutgers University, National Institute for Early Education Research.

A study of two state-funded prekindergarten programs between 1923 and 2003 in New York state

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The universal vs. targeted debate: Should the United States have preschool for all?
Barnett, W. Steven, April 2004
(Preschool Policy Matters Issue 6). New Brunswick, NJ: National Institute for Early Education Research.

A summary of the advantages and disadvantages of targeted preschool programs specifically for special needs children versus universal programs for all preschool-aged children

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Who goes to preschool and why does it matter?
Barnett, W. Steven, August, 2004
(Preschool Policy Matters Issue 8). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of the links between preschool program participation and income, education, ethnicity, family structure, maternal employment, and geography

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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