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Current Filters: Author:Pianta, Robert C. [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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Aligning measures of quality with professional development goals and goals for children's development
Pianta, Robert C., 2011
In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 297-315). Baltimore: Paul H. Brookes

Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children

Other


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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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


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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Classroom Assessment Scoring System Pre-K
Pianta, Robert C., 2008
Baltimore: Paul H. Brookes Publishing

Instruments


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

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


A degree is not enough: Teachers need stronger and more individualized professional development supports to be effective in the classroom
Pianta, Robert C., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 64-68). Baltimore: Paul H. Brookes

An argument for skill-focused instead of degree-focused education and training for early educators

Other


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

Other


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


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

Other


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

Other


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


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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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


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

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


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

Other


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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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