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The Abbott Preschool Program Longitudinal Effects Study (APPLES)
National Institute for Early Education Research (U.S.),
New Brunswick, NJ: National Institute for Early Education Research.

Findings from research on quality and children's educational outcomes in New Jersey's Abbott Preschool, a publicly-funded, high-quality preschool program for children in high-poverty school districts

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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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Brief report: Funding cuts to state-funded prekindergarten programs in FY10 & 11
Epstein, Dale J., August 11, 2010
New Brunswick, NJ: National Institute for Early Education Research.

An overview of proposed cuts to state-funded prekindergarten programs for fiscal year 2010 and fiscal year 2011

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Building early childhood facilities: What states can do to create supply and promote quality
Sussman, Carl, April 2007
(Preschool Policy Brief Issue 14). New Brunswick, NJ: National Institute for Early Education Research.

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 early childhood facilities: What states can do to create supply and promote quality
Sussman, Carl,
New Brunswick, NJ: National Institute for Early Education Research.

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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California's preschool for all act (Proposition 82): A policy analysis
Barnett, W. Steven, 2006
New Brunswick, NJ: National Institute for Early Education Research.

A policy brief discussing California's preschool for all act, Proposition 82, in terms of its potential impact on preschool children's school readiness, education attainment, and its potential economic benefits

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Challenging behaviors and the role of preschool education
McCabe, Lisa A., December 2007
(Preschool Policy Brief Issue 16). New Brunswick, NJ: National Institute for Early Education Research.

A review of research on the relationship of children's participation in child care and early education, including curricula targeted at building social skills, and challenging behaviors

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Challenging behaviors and the role of preschool education
McCabe, Lisa A.,
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a review of research on the relationship of children's participation in child care and early education, including curricula targeted at building social skills, and challenging behaviors

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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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Connecting neurons, concepts, and people: Brain development and its implications
Thompson, Ross A., December 2008
(Preschool Policy Brief Issue 17). New Brunswick, NJ: National Institute for Early Education Research.

An overview of what is known about early brain development and its implications for policy and practice

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Connecting neurons, concepts, and people: Brain development and its implications
Thompson, Ross A.,
New Brunswick, NJ: National Institute for Early Education Research.

An overview of what is known about early brain development and its implications for policy and practice

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Debunking the myths: Benefits of preschool
National Institute for Early Education Research (U.S.),
New Brunswick, NJ: National Institute for Early Education Research.

A clarification of research and policy issues surrounding preschool in order to dispel misconceptions and misrepresentations

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Degrees in context: Asking the right questions about preparing skilled and effective teachers of young children
Whitebook, Marcy, April 2011
(Preschool Policy Brief Issue 22). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of issues related to the effective education and training of preschool teachers

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Degrees in context: Asking the right questions about preparing skilled and effective teachers of young children
Whitebook, Marcy,
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a discussion of issues related to the education and training of preschool teachers

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Does it pay to invest in preschool for all?: Analyzing return-on-investment in three states
Belfield, Clive R., 2006
New Brunswick, NJ: National Institute for Early Education Research.

A summary of studies in Massachusetts, Ohio, and Wisconsin that estimate the economic costs and benefits of expanding preschool programs to universal enrollment

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Does preschool education policy impact infant/toddler care?
Ackerman, Debra J., March 2009
(Preschool Policy Brief Issue 20). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of trends in infant and toddler child care demand, supply, and quality and state policies associated with quality and supply

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Does preschool education policy impact infant/toddler care?
Ackerman, Debra J.,
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of trends in infant and toddler child care demand, supply, and quality and state policies associated with quality and supply

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Early literacy: Policy and practice in the preschool years
Strickland, Dorothy,
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a synthesis of research on early literacy, with early literacy policy recommendations

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Early literacy: Policy and practice in the preschool years
Strickland, Dorothy, 2006
(Preschool Policy Brief Issue 10). New Brunswick, NJ: National Institute for Early Education Research.

A synthesis of research on early literacy, with early literacy policy recommendations

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Federal early childhood policy guide for the first 100 days
Barnett, W. Steven, January 08, 2009
New Brunswick, NJ: National Institute for Early Education Research.

A discussion of federal early childhood policy recommendations

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Getting the facts right on pre-k and the president's pre-k proposal
National Institute for Early Education Research (U.S.),
New Brunswick, NJ: National Institute for Early Education Research.

A summary of a discussion of research findings on child developmental and educational outcomes, as well as economic returns, associated with prekindergarten program participation

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High-quality preschool: Why we need it and what it looks like
Espinosa, Linda M., November 2002
(Preschool Policy Matters Issue 1). New Brunswick, NJ: National Institute for Early Education Research.

An overview of the process and structural measures of quality preschool education, with policy recommendations

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Important predictors of early childhood education and care
National Institute for Early Education Research (U.S.), 2005
New Brunswick, NJ: National Institute for Early Education Research.

An exploration of factors predicting the utilization of early childhood education and care services by families in the 1990s

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Improving public financing for early learning programs
Barnett, W. Steven,
New Brunswick, NJ: National Institute for Early Education Research.

An overview of public financing sources and models for early care and education services, with recommendations for increasing funding levels and coordination

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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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