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Aligning stage-appropriate evaluation with the stages of implementation: Formative evaluation and fidelity
Blasberg, Amy, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 95-96). Baltimore: Paul H. Brookes

An introduction to a section of the book Applying Implementation Science in Early Childhood Programs and Systems, focusing on the application of implementation science concepts to the early stages of early care and education program implementation

Other


Aligning stage-appropriate evaluation with the stages of implementation: Ongoing monitoring and scale-up/replication
Blasberg, Amy, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 171-172). Baltimore: Paul H. Brookes

An introduction to a section of the book Applying Implementation Science in Early Childhood Programs and Systems, focusing on the application of implementation science concepts to the later stages of early care and education program implementation

Other


Applications of implementation science to early care and education programs and systems: Implications for research, policy, and practice
Halle, Tamara, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 295-314). Baltimore: Paul H. Brookes

A discussion of the research, policy, and practice implications from a collection of writings on the role of implementation science in early care and education, with examples of applications of implementation science principles, strategies, and frameworks to early care and education practices, programs, and systems

Other


Applying implementation science in early childhood programs and systems
Halle, Tamara, 2013
Baltimore: Paul H. Brookes

A collection of writings on the role of implementation science in early care and education, with examples of applications of implementation science principles, strategies, and frameworks to early care and education practices, programs, and systems

Other


Applying lessons learned from evaluations of model early care and education programs to preparation for effective implementation at scale
Downer, Jason T., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 157-169). Baltimore: Paul H. Brookes

A discussion of the roles of coaching and intervention fidelity data in supporting successful program implementation

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


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


Evaluating implementation of quality rating and improvement systems
Paulsell, Diane, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 269-293). Baltimore: Paul H. Brookes

A discussion of early care and education quality rating and improvement systems (QRIS), and an application of implementation science and systems theory to QRIS design, monitoring, and implementation

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


An eye to efficient and effective fidelity measurement for both research and practice
Lloyd, Chrishana M., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 139-155). Baltimore: Paul H. Brookes

A discussion of issues in the measurement of intervention fidelity, and an examination of the development of fidelity measures in the Head Start CARES demonstration project, a large-scale study of three socioemotional program enhancements in Head Start

Other


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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


Implementation and replication of the Educare model of early childhood education
Yazejian, Noreen, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 209-225). Baltimore: Paul H. Brookes

A discussion of the implementation of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, and of the role of evaluation in supporting program implementation

Other


Implementation of Getting Ready: A relationship-focused intervention to support parent engagement, birth to 5
Knoche, Lisa, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 117-137). Baltimore: Paul H. Brookes

A description of Getting Ready, a parent engagement intervention in Head Start and Early Head Start programs, and a discussion of findings from a study of the initial implementation of Getting Ready, based on professional development activity feedback, observational home visit data, and a review of family communication documents

Reports & Papers


Implementation science at the systems level
Halle, Tamara, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 239-241). Baltimore: Paul H. Brookes

An introduction to a section of the book Applying Implementation Science in Early Childhood Programs and Systems, focusing on the application of implementation science concepts to early care and education systems

Other


Implementation science: Defining the new frontier
Metz, Allison J. R., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 1-3). Baltimore: Paul H. Brookes

An introduction to a section of the book Applying Implementation Science in Early Childhood Programs and Systems, focusing on the principles, frameworks, terms, and constructs of implementation science

Other


Implementation science: What do we know and where do we go from here?
Franks, Robert P., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 5-19). Baltimore: Paul H. Brookes

An overview of the concept of implementation and of common terms in implementation science, and a discussion of implementation science models and research literature

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 implementation of the Nurse-Family Partnership in the process of going to scale
Hill, Peggy, M.S., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 193-207). Baltimore: Paul H. Brookes

An account of the growth of the Nurse-Family Partnership, a prenatal and infancy home visiting program, from its initial development through its large-scale implementation

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


Innovative methodologies to explore implementation: Whole-part-whole--Construct validity, measurement, and analytical issues for intervention fidelity assessment in education research
Hulleman, Chris S., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 65-93). Baltimore: Paul H. Brookes

A presentation of a model for assessing intervention fidelity, and an application of the model to an evaluation of a school-based intervention, based on teacher report measures and classroom observations

Reports & Papers


Introduction: Where is the new frontier of implementation science in early care and education research and practice?
Martinez-Beck, Ivelisse, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. xix-xxx). Baltimore: Paul H. Brookes

An introduction to a collection of writings on the role of implementation science in early care and education, with examples of applications of implementation science principles, strategies, and frameworks to early care and education practices, programs, and systems

Other


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The key components of successful implementation
Metz, Allison J. R., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 21-42). Baltimore: Paul H. Brookes

A discussion of the elements of successful early care and education program implementation

Other


Lessons learned in the implementation of the TRIAD scale-up model: Teaching early mathematics with trajectories and technologies
Sarama, Julie, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 173-191). Baltimore: Paul H. Brookes

A discussion of a model for scaling up educational programs, and an application of the model to the implementation of an early math education intervention

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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