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Current Filters: Author:Howes, Carollee [remove]; Publisher:Paul H. Brookes Publishing Co. [remove];

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Assessing the school readiness needs of a state
Schultz, Tom, 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k, (pp. 31-50). Baltimore: Paul H. Brookes

A description and analysis of 6 states' efforts to assess young children and the programs and settings in which they are prepared for schooling

Other


Comparing universal and targeted prekindergarten programs
Dotterer, Aryn M., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes

A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms

Reports & Papers


Designing effective curricula and teacher professional development for early childhood mathematics and science
Kinzie, Mable B., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 31-59). Baltimore: Paul H. Brookes

A study of the effects of additional workshops and web-based supports on the science and math activities of 26 prekindergarten teachers implementing the MyTeachingPartner Math and Science (MTP-M/S) curriculum

Reports & Papers


Early literacy intervention intensity and its relation to child outcomes
Justice, Laura M., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 89-110). Baltimore: Paul H. Brookes

A study of the roles of intensity, dose, frequency, and duration of a MyTeachingPartner (MTP) language and literacy intervention

Other


Effective early childhood professional development: Improving teacher practice and child outcomes
Howes, Carollee, 2012
Baltimore: Paul H. Brookes

Descriptions of professional development models for early childhood professionals and discussions of their implementation and scale

Other


Emerging issues in prekindergarten programs
Jung, Youngok, 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 145-167). Baltimore: Paul H. Brookes

A summation and conclusion of the book, “The Promise of Pre-K”, with recommendations for policy and future research about state funded pre-kindergarten

Other


Extending models of emotion self-regulation to classroom settings: Implications for professional development
Raver, C. Cybele, 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 113-130). Baltimore: Paul H. Brookes

A discussion of the role of teacher emotions in the quality of service provided in early childhood classrooms

Other


Georgia's prekindergarten program: Bright from the start
Moore, Marsha H., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp.107-122). Baltimore: Paul H. Brookes

An overview of Georgia's state prekindergarten program and its various components including curriculum, standards, assessment, and school readiness

Other


History, scale up, and improvements of a comprehensive, statewide professional development program in Texas
Landry, Susan H., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 159-189). Baltimore: Paul H. Brookes

An account of the development and statewide scale-up of a comprehensive professional development program for Texas early educators

Other


Implementing large-scale prekindergarten initiatives: Lessons from New York
Cochran, Moncrieff M., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp.145-167). Baltimore: Paul H. Brookes

A description of the purposes driving New York universal pre-K policy and its key provisions, with an examination of related issues including infrastructure, teacher preparation, technical assistance, site development and expansion, transportation, and program evaluation

Other


Implications of information processing theory for professional development of early educators
Downer, Jason T., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 131-155). Baltimore: Paul H. Brookes

A discussion of the role of the dual-process model of conscious thought training in early childhood teacher professional development

Other


Improving preschool education with curriculum enhancements and professional development: The Head Start REDI intervention model
Domitrovich, Celene E., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 61-87). Baltimore: Paul H. Brookes

A study of the effects of the Head Start REDI intervention on both the quality of the teaching of 88 teachers and the social, emotional, language, and literacy development of the 356 children in their Head Start classrooms

Reports & Papers


Models for financing state-supported prekindergarten programs
Mitchell, Anne W., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 51-63). Baltimore: Paul H. Brookes

An overview of selct approaches to funding and financing state preschool programs

Other


North Carolina’s More at Four prekindergarten program: A case study of funding versus quality and other issues in large-scale implementation
Cobb, Carolyn T., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp.123-144). Baltimore: Paul H. Brookes

An overview of the implementation of a statewide universal preschool program focussing on issues related to funding and quality

Other


An overview of prekindergarten policy in the United States: Program governance, eligibility, standards and finance
Barnett, W. Steven, 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 3-30). Baltimore: Paul H. Brookes

An overview state-funded Pre-K programs with particular attention to enrollment, funding, and program standards and policies

Reports & Papers


Preface
Pianta, Robert C., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. xv-xx). Baltimore, Maryland: Paul H. Brookes

An introduction to research and practices supportive of the development of state level publically-funded high quality prekindergarten programs

Other


The promise of pre-K
Pianta, Robert C., 2009
Baltimore: Paul H. Brookes

A compilation of research and practices supportive of the development of state level publically-funded high quality prekindergarten programs

Other


Research evidence about program dosage and student achievement: Effective public prekindergarten programs in Maryland and Louisiana
Ramey, Craig T., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 79-105). Baltimore: Paul H. Brookes

An overview of key findings of the impacts of public preekindergarten on transition to school and school readiness in Louisiana and full day and half day state-prekindergarten on children's literacy development in Maryland during the 2000s

Reports & Papers


Scaling up effective professional development
Pianta, Robert C., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 191-212). Baltimore: Paul H. Brookes

A discussion of the National Center for Research on Early Childhood Education (NCRECE) and MyTeachingPartner (MTP) professional development programs

Other


Teaching 4- to 8-year-olds: Literacy, math, multiculturalism, and classroom community
Howes, Carollee, 2003
Baltimore: Paul H. Brookes Publishing Co.

Other


Using coaching-based professional development to improve Head Start teachers' support of children's oral language skills
Powell, Douglas R., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 13-29). Baltimore: Paul H. Brookes

A study of the effects of a teacher coaching intervention on children's vocabulary and language scores, based on data from a randomized controlled trial involving 34 Head Start classrooms

Reports & Papers


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