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186 results found.
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Challenges for early childhood education and care policy
Clifford, Richard M., 2003
In D. Cryer & R.M. Clifford (Eds.), Early childhood education and care in the USA (pp. 191-210). Baltimore: Paul H. Brookes Publishing Co.

An overview of recent, significant changes in early childhood education and care policy in the United States, which discusses future implications and trends

Other


Challenging behaviors in early childhood settings: Creating a place for all children
Bell, Susan Hart, 2004
Baltimore: Paul H. Brookes Publishing Co.

A guide to managing challenging behaviors in early childhood settings through assessing the classroom environment and linking behavior modification to developmentally appropriate curricula and teaching practices

Other


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

Other


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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

Other


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Child/Home Early Language & Literacy Observation
Neuman, Susan B., 2007
Baltimore: Paul H. Brookes Publishing [Primary source]

Instruments


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

Other


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

Instruments


Classroom practices and children's motivation to learn
Stipek, Deborah J., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 98-103). Baltimore: Paul H. Brookes

A discussion of select research on the associations between the differing qualities of classroom environments and the motivation of children

Other


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


The cognitive/academic emphasis versus the whole child approach: The 50-year debate
Bishop-Josef, Sandra J., 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 83-88). Baltimore: Paul H. Brookes

An account of the alternating external pressures for a focus on either academic skills or broader child development goals throughout the history of Head Start

Other


College credentials and caring: How teacher training could lift young children
Fuller, Bruce, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 57-63). Baltimore: Paul H. Brookes

An identification of interests that support legislative mandates for bachelor degree requirements for early educators, and a review of studies challenging the correlation between teacher attainment of bachelor degrees and significantly positive child and classroom outcomes

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


Competencies and credentials for early childhood educators: What do we know and what do we need to know?
Burchinal, Margaret, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 73-76). Baltimore: Paul H. Brookes

Arguments for the use of professional development programs to improve the quality of child care and early education programs

Other


Considering statewide professional development systems
Tout, Kathryn, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 243-267). Baltimore: Paul H. Brookes

A discussion of vision and action frameworks to support statewide professional development systems for early care and education and school-age care practitioners

Other


Contexts of early intervention: Systems and settings
Thurman, S. Kenneth, 1997
Baltimore: Paul H. Brookes Publishing

A collection of discussions that examine early intervention through the context of systems (e.g., culture, family) and settings (e.g., hospitals, public schools, preschools, family child care) to determine how these contexts are interrelated.

Other


Critical issues in early childhood professional development
Zaslow, Martha, 2006
Baltimore: Paul H. Brookes Publishing Co.

A collection of writings on emerging issues in the research on early childhood professional development and the current extent and nature of the early childhood workforce's education and training

Other


Critical thinking about critical periods
Bailey, Jr., Donald B., 2001
Baltimore : Paul H. Brookes

A compilation of writings on the opportunities to influence children's learning and development during windows of opportunity in early life

Other


Data-driven decision making in preparation for large-scale quality rating system implementation
Thornburg, Kathy R., 2011
In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 363-388). Baltimore: Paul H. Brookes

An account of the development and implementation of a quality rating and improvement system (QRIS) and its implementation procedures, based on information from Missouri's experiences with the development of a QRIS

Other


Defining and measuring quality in early childhood practices that promote dual language learners' development and learning
Castro, Dina C., 2011
In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 257-280). Baltimore: Paul H. Brookes

A discussion of elements of high quality early childhood education and care programs for dual language learners (DLLs), and an exploration of available quality measurement tools for the assessment of programs and practices to promote learning of DLLs

Other


Defining program quality
Cryer, Debby, 2003
In D. Cryer & R.M. Clifford (Eds.), Early childhood and care in the USA (pp. 31-46). Baltimore: Paul H. Brookes Publishing Co.

An examination of two different conceptions of quality within early childhood education and care (ECEC): process quality and structural quality

Other


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


Developing and implementing early intervention programs for children with established disabilities
Spiker, Donna, 2005
In M.J. Guralnik (Ed.), The developmental systems approach to early intervention (pp. 305-349). Baltimore: Paul H. Brookes Publishing

A model of a comprehensive system of early intervention services and supports for disabled preschool children and their families based on the Developmental Systems Model

Other


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


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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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