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Current Filters: Author:Cox, Martha J. [remove]; Publisher:Paul H. Brookes Publishing Co. [remove];

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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

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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

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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

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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

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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

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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

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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

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Demographic trends and the transition years
Hernandez, Donald J., 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. 217-281). Baltimore: Paul H. Brookes

An inquiry into the influence of the changing demographics of families in the United States on the early life experiences of young children

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A developmental neuroscience approach to the study of school readiness
Blair, Clancy, 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of school readiness (pp. 149-176). Baltimore: Paul H. Brookes

A presentation of a conceptual framework for the exploration of children’s development and school readiness using concepts in developmental neuroscience

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Diverse perspectives on kindergarten contexts and practices
Graue, M. Elizabeth, 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 109-142). Baltimore: Paul H. Brookes Publishing Co.

A review of the literature related to kindergarten contexts and practices and implications for student success

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Early education in transition
Pianta, Robert C., 2007
In Pianta, R. C., Cox M. J. & Snow K. C. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 3-10). Baltimore: Paul H. Brookes

A discussion of anticipated challenges to the provision of early childhood education and care services arising from the changing demographics of families and children being served

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Early schooling and social stratification
Entwisle, Doris R., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 13-38). Baltimore: Paul H. Brookes Publishing Co. January 17, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/0b/2a.pdf

A review of the literature on how social stratfication in early schooling of children in the United States shapes the social patterns of both the community and the nation

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English-language learners as they enter school
Espinosa, Linda M., 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. 175-195). Baltimore: Paul H. Brookes

An overview of the developmental profiles of English language learners (ELLs) at kindergarten entry, and examples of successful preschool programs and instructional approaches linked with positive long-term educational outcomes for ELLs

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Families and schools: Rights, responsibilities, resources, and relationships
Christenson, Sandra L., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 143-177). Baltimore: Paul H. Brookes Publishing Co.

A review of the literature on family involvement in school age children’s transition to school

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Father involvement during early childhood
Downer, Jason T., 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. 329-354). Baltimore: Paul H. Brookes

A discussion of the interactions between fathers and their children, and an exploration of the influence of such interactions on children’s development

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FirstSchool: A new vision for education
Ritchie, Sharon, 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. 85-96). Baltimore: Paul H. Brookes

A description of the FirstSchool conceptual educational model for the integration of preschool experiences into the education of children aged 3 to 8 years old

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Health and nutrition as a foundation for success in school
Pascoe, John M., 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. 99-120). Baltimore: Paul H. Brookes

A discussion of the influence of children’s nutrition and health on their development and academic success

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Integrative views of the domains of child function: Unifying school readiness
Snow, Kyle L., 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. 197-216). Baltimore: Paul H. Brookes

An exploration of the interactions between various domains of children’s development, and an examination of the relationship between children’s cognitive regulatory abilities and their readiness for school

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Introduction: An ecological approach to kindergarten transition
Pianta, Robert C., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 3-12). Baltimore: Paul H. Brookes Publishing Co.

An overview a program of research aimed at helping to understand the nature and significance of the transition to school and how to best work with families, schools, and communities to improve outcomes for children during this period

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Kindergarten practices with children from low-income families
Bowman, Barbara T., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 281-301). Baltimore: Paul H. Brookes Publishing Co.

A discussion of the factors identified in the research on the academic achievement of low-income, minority children and families of their implications for schools and classrooms, including a section on the role of culture and cultural differences, with the goal of alerting teacher educators, school administrators, and teachers to what it will take to change school achievement for low income, minority children

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Learning opportunities in preschool and early elementary classrooms
Hamre, Bridget, 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. 49-83). Baltimore: Paul H. Brookes

An exploration of environments to promote children’s learning and development, and a presentation of the CLASS Framework for Children’s Learning Opportunities for the understanding of children’s early educational experiences

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Personnel preparation and the transition to kindergarten
Clifford, Richard M., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 317-324). Baltimore: Paul H. Brookes Publishing Co.

An overview of issues surrounding the preparation of personnel for supporting young children's transition to Kindergarten

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Policy and the transition process
Gallagher, James J., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 351-361). Baltimore: Paul H. Brookes Publishing Co.

A policy discussion on the transition to kindergarten, including an overview local, state, and federa1 rules, regulations, and policies

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The practice of effective transitions: Players who make a winning team
Smolkin, Laura B., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 325-349). Baltimore: Paul H. Brookes Publishing Co.

A book chapter containing recommendations and rationales for practices for those involved in children's transition to kindergarten

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Promoting educational equity and excellence in kindergarten
Zill, Nicholas, 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 67-105). Baltimore: Paul H. Brookes Publishing Co.

A summary of survey findings about the state of American kindergarten programs and the experiences of children in those programs

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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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