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114 results found.

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Result
Resource Type
1.

Advocacy and early childhood educators: Identity and cultural conflicts
Grieshaber, Susan, 2001
In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp. 60-72). New York: Teachers College Press.

A discussion of how early childhood educators manage their conflicting roles as caregivers and advocates

Other

2.

Assessing social competence in early childhood
Atkins-Burnett, Sally; Meisels, Samuel J.; Nicholson, Julie Marie; et al., 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 149-178). New York: Teachers College Press

A discussion of the definition of social competence and its importance for young children, and a summary of the various instruments use to measure social competence throughout early childhood years

Other

3.

Assessing student learning through the analysis of pupil products
Gullo, Dominic F., 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 129-148). New York: Teachers College Press

A discussion of problems associated with early childhood assessment, general principles guiding the assessment process, portfolio assessment, and assessment of processes

Other

4.

Assessment of Practices in Early Elementary Classrooms
Hemmeter, Mary Louise; Ault, Melinda Jones; Schuster, John W.; et al., 2001
New York: Teachers College Press [Primary source]

Instruments

5.

Business Administration Scale for Family Child Care
Talan, Teri; Bloom, Paula Jorde, 2009
New York: Teachers College Press

Instruments

6.

Caring for other people's children: A complete guide to family day care
Alston, Frances K., 1984
New York: Teachers College Press

Other

7.

The changing demographics of family day care in the United States
Hofferth, Sandra L.; Kisker, Ellen Eliason, 1992
In D.L. Peters & A.R. Pence (Eds.), Family day care: Current research for informed public policy (pp. 28-57). New York: Teachers College Press

An analysis of family day care in the United States examining three issues: first, the number of licensed and unlicensed family day care programs in America and their enrollment; second, the similarities and dissimilarities of characteristics between family day care programs and center-based programs; and third, the differences between regulated and unregulated family day care programs

Other

8.

Changing the odds for children at risk: Seven essential principles of educational programs that break the cycle of poverty
Neuman, Susan B., 2009
New York: Teachers College Press

An overview of several types of early education interventions for at risk children, an identification of common characteristics of successful interventions, and a discussion of methods of assessments of interventions for the determination of accountability

Other

9.

Child welfare and mental health initiatives
Kupersmidt, Janis; McCabe, Lisa A.; Bryant, Donna M.; et al., 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 163-180). New York: Teachers College Press

An examination of three national, multi-site child welfare research initiatives: the Consortium for Longitudinal Studies in Child Abuse and Neglect (LONGSCAN), the National Survey of Child and Adolescent Well-Being (NSCAW), and the Head Start Mental Health Research Consortium (HSMHRC)

Other

10.

Cognitive Skills Assessment Battery (2nd ed.)
Boehm, Anne E.; Slater, Barbara R., 1981
New York: Teachers College Press

Instruments

11.

Compensatory education for disadvantaged children
Ramey, Craig T.; Campbell, Frances A., 1982
In J. Belsky (Ed.), In the beginning: Readings in infancy (pp. 259-269). New York: Columbia University Press

A review of the early intervention program, the Carolina Abecedarian Project, regarding the social and intellectual development of low-income, predominately African American students

Reports & Papers

12.

Conceptualizing ECE governance: Not the elephant in the room
Kagan, Sharon Lynn, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 9-29). New York: Teachers College Press

This chapter has tried to do several things. First, analytically, it advanced a thesis that repositions early childhood governance as important, interesting, and infinitely changing, rather than as the boring, immovable elephant whose presence looms large but is ignored. Second and conceptually, it offered a new theory of change, suggesting three concrete systemic outputs (equity, quality, and sustainability). Third and practically, the chapter addressed operational aspects of governance by examining critical implementation and evaluation challenges. (author abstract)

Other

13.

Conclusion: Identities and possibilities
Cannella, Gaile Sloan; Grieshaber, Susan, 2001
In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp.173-180). New York: Teachers College Press.

A chapter encouraging early childhood professionals to challenge the dominant theories in the field of early childhood education and reconceptualize their roles within the classroom

Other

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14.

Confirmatory program evaluation: Applications to early childhood interventions
Reynolds, Arthur J., 2005
Teachers College Record, 107(10), 2401-2425

A discussion of confirmatory program evaluation as a method for conducting theory driven evaluations, and its role in identifying causal mechanisms of change in early childhood interventions, with examples from the Chicago Longitudinal Study and studies of the Chicago Child-Parent Centers

Reports & Papers

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15.

Curriculum and evaluation in early childhood programs
Schweinhart, Lawrence J.; Epstein, Ann S., 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 48-68). New York: Teachers College Press

A comparison of the documentation, validation, and dissemination of six widely used early childhood curriculum models

Other

16.

Day Care Home Environment Rating Scale
Harms, Thelma; Padan-Belkin, E., 1983
New York: Teachers College Press

Instruments

17.

Defining and valuing quality as a parent
Larner, Mary; Phillips, Deborah A., 1994
In P. Moss & A. R. Pence (Eds.), Valuing quality in early childhood services: New approaches to defining quality (pp. 43-60). New York: Teachers College Press

A discussion of the varying child care attitudes and perspectives among parents and child care providers

Other

18.

Developing cross-cultural partnerships: Implications for child care quality research and practice
Pence, Alan R.; McCallum, Marie, 1994
In P. Moss & A.R. Pence (Eds.), Valuing quality in early childhood services: New approaches to defining quality (pp. 108-122). New York: Teachers College Press

A discussion of an innovative, cross-cultural curriculum partnership between public universities and the First Nations tribes in the advancement of quality early childhood services in Canada

Other

19.

Other

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20.

A different kind of child development institution: The history of after-school programs for low-income children
Halpern, Robert, 2002
Teachers College Record, 104(2), 178-211

A historical analysis of the emergence and development of afterschool programs for low-income children from the early 1900s until the late 1990s

Reports & Papers

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21.

Diversity and developmentally appropriate practices: Challenges for early childhood education
Mallory, Bruce; New, Rebecca S., 1994
New York: Teachers College Press

Other

22.

The early care and education teaching workforce at the fulcrum: An agenda for reform
Kagan, Sharon Lynn; Tarrant, Kate; Kauerz, Kristie; et al., 2008
New York: Teacher's College Press

An overview of the characteristics of the child care and early education workforce and a presentation of goals for workforce transformation

Other

23.

Early child care initiatives
NICHD Early Child Care Research Network; Gyamfi, Phyllis; Roth, Jodie L.; et al., 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 181-224). New York: Teachers College Press

An overview of the NICHD Study of Early Child Care; the Cost, Quality, and Child Outcomes (CQO) Study; the National Study of Child Care for Low-Income Families; and the Growing Up in Poverty (GUP) Project

Other

24.

Early child development in the 21st century: Profiles of current research initiatives
Brooks-Gunn, Jeanne; Fuligni, Allison Sidle; Berlin, Lisa; et al., 2003
New York: Teachers College Press

An anthology of ongoing, large scale research initiatives on early childhood education and development, assembled as part of the Synthesis and Profiles of Research Initiatives on Early Childhood Education and Development Project

Other

25.

The early childhood curriculum: Current findings in theory and practice
Seefeldt, Carol, 1999
New York: Teachers College Press.

A textbook detailing current developments in early childhood education curriculum design, research, and evaluation; teaching methods and developmentally appropriate classroom practices are also examined

Other

26.

Early childhood data governance: A prerequisite for answering important policy questions
Cochenour, Missy; Hebbeler, Kathleen, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 112-120). New York: Teachers College Press

This chapter examines the critical role that data governance plays in supporting overall early childhood governance in building an integrated data system. It provides an overview of key concepts in early childhood data governance including what it is, its relationship to overall early childhood governance, how it is structured, the stages of good data governance, and where states are in establishing data governance. (author abstract)

Other

27.

Early Childhood Environment Rating Scale
Harms, Thelma; Clifford, Richard M., 1980
New York: Teachers College Press

A measure for the assessment of the quality of environments in preschool, kindergarten, and child care programs, for children ages 2 years, 5 months to 5 years

Instruments

28.

Early Childhood Environment Rating Scale (3rd ed.)
Harms, Thelma; Cryer, Debby; Clifford, Richard M.; et al., November, 2014
New York: Teachers College Press

Instruments

29.

Early Childhood Environment Rating Scale (Rev. ed.)
Harms, Thelma; Cryer, Debby; Clifford, Richard M.; et al., 1998
New York: Teachers College Press

A revised version of the original ECERS, designed to assess the quality of environments in preschool, kindergarten, and child care programs for children ages 2.5 to 5 years

Instruments

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30.

Early childhood governance and accountability
Schultz, Tom, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 95-111). New York: Teachers College Press

This chapter argues that federal and state policymakers have created a framework of accountability policies with key structural defects and shortcomings. It then discusses the extent to which proposed reforms in early childhood governance are likely to foster progress toward a more coherent, effective, and efficient accountability system for birth-3rd grade care and education, concluding that current proposals for reforming early childhood governance are likely to generate only incremental solutions to our fundamental accountability challenges. (author abstract)

Other

31.

Early childhood governance: Choices and consequences
Kagan, Sharon Lynn; Gomez, Rebecca E., 2015
New York: Teachers College Press

Aimed toward blending theoretical and practical dimensions of governance and intended to be immediately germane to the burgeoning field of ECE, this volume includes essays by noted thoughtful scholars and progressive practitioners. The volume does not espouse a single collective vision; rather, it is designed to provoke discourse and to raise honest commentary about the strengths and limitations of governance. To that end, readers should expect to be left with ambiguity, but also to be armed with information to guide their own unique thoughts about governance. (author abstract)

Other

32.

Early childhood intervention research initiatives
Berlin, Lisa; O'Neal, Colleen; Brooks-Gunn, Jeanne; et al., 2003
In J. Brooks-Gunn, A.S. Fuligini, & L.J. Berlin (Eds.). Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 65-89). New York: Teachers College Press

An evaluation of two early childhood interventions: the Comprehensive Child Development Program (CCDP), and the Early Head Start (EHS) Research and Evaluation Project

Other

33.

Early Screening Inventory
Meisels, Samuel J.; Wiske, Martha S., 1983
New York: Teachers College Press

Instruments

34.

Effective partnering for school change: Improving early childhood education in urban classrooms
Chen, Jie-Qi; Horsch, Patricia; DeMoss, Karen; et al., 2004
New York: Teachers College Press

A description of the Schools Project, a partnership between the Erikson Institute and nine Chicago public elementary schools created to improve the learning environments of low income children

Reports & Papers

35.

Embracing identities in early childhood education: Diversity and possibilities
Grieshaber, Susan, 2001
New York: Teachers College Press

An anthology examining the reconceptualization of early childhood education; explored topics include gender and ethnic identity, working with non-traditional families, and issues of fairness in observational studies.

Other

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36.

Empowerment and education: Civil rights, expert-advocates, and parent politics in Head Start, 1964-1980
Kagan, Josh, 2002
Teachers College Record, 104(3), 516-562

A history of the role of a coalition of civil rights activists, expert-advocates, and parents in the survival of the Head Start program

Reports & Papers

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37.

Equity observation and images of fairness in childhood
Campbell, Sheralyn; Smith, Kylie, 2001
In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp. 89-102). New York: Teachers College Press

A chapter encouraging early childhood educators to examine critically their attitudes regarding observations of fairness in the classroom

Other

38.

Evaluating child care and preschools: Advancing the interests of government, teachers, or parents?
Fuller, Bruce; Holloway, Susan D.; Bozzi, Laurie; et al., 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 7-27). New York: Teachers College Press.

An analysis of the issues and benefits involved in various forms of evaluation of early childhood programs, including evaluation for policy makers, teachers and providers, and parents

Other

39.

Evaluating early childhood programs: The British experience
Bertram, Tony; Pascal, Christine, 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 69-91). New York: Teachers College Press.

An exploration of early childhood programs in the United Kingdom, and a discussion of the need to evaluate their quality

Other

40.

Evaluation and parents of young children
Honig, Alice S., 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 179-197). New York: Teachers College Press

A discussion of the role of parents in assessing young children

Other

41.

Evaluation in early childhood education: A look to the future
Spodek, Bernard; Saracho, Olivia N., 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 198-206). New York: Teachers College Press

A discussion of evaluation and its uses in early childhood education in the past and present

Other

42.

Family and community engagement in early childhood education governance
Rendon, Thomas, 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 140-149). New York: Teachers College Press

Somewhat paradoxically, engaging families and communities in early childhood systems governance is both risky and essential. Involving them is risky because family and community involvement can be disruptive to the planning, decisionmaking, and administrative functions of governance. Yet, involving them is essential because their role is of paramount importance in the lives of young children. So, how can families and communities be engaged with early childhood governance, avoiding the risks while leveraging the deepest potential? This chapter gives a simple, direct answer: by making sure that engagement is deep and mutual, that a wide range of opportunities for engagement is available, and that the manner of engagement provides true power-sharing. The way early childhood governance does this is by creating or transforming its structures and the way it does its business (planning, oversight, coordination, and accountability). Given the abundant attention to creating effective governance, this chapter considers how the structures of early childhood governance and the practices of governing entities should be changed to engage families and communities, not only in the work of governance itself but in the broader enterprise of building early childhood systems. (author abstract)

Other

43.

Family Child Care Environment Rating Scale (Rev. ed.)
Harms, Thelma; Cryer, Debby; Clifford, Richard M.; et al., April 2007
New York: Teachers College Press [Primary source]

Instruments

44.

Family Day Care Rating Scale
Harms, Thelma; Clifford, Richard M., 1989
New York: Teachers College Press

A scale for the assessment of quality in home based family child care

Instruments

45.

Family support initiatives
Fuligni, Allison Sidle; Brooks-Gunn, Jeanne, 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 115-144). New York: Teachers College Press

An overview of two national family support initiatives: the National Even Start Evaluation, and the National Evaluation of Family Support Programs (NEFSP)

Other

46.

Four new national longitudinal surveys on children
Fuligni, Allison Sidle; McCabe, Lisa A.; McLanahan, Sara; et al., 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 326-359). New York: Teachers College Press

An examination of four nationally representative longitudinal studies focusing on early childhood within several different contexts: child development, child wellbeing, familial composition, socioeconomic status, and other demographic characteristics

Other

47.

Fractured or manufactured: Gendered identities and culture in the early years
Hughes, Patrick; MacNaughton, Glenda, 2001
In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp. 114-130). New York: Teachers College Press.

A discussion of gender identity formation, using the debate regarding the potential gendering effects of the Barbie doll on young children's self concept as a case example

Other

48.

From identity to identities: Increasing possibilities in early childhood education
Grieshaber, Susan; Cannella, Gaile Sloan, 2001
In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp. 3-22). New York: Teachers College Press.

A chapter promoting broader conceptualizations of early childhood education, and providing an overview of related topics to be discussed in subsequent chapters

Other

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49.

Getting it the second time around: Student classroom experience in Chicago's Summer Bridge program
Stone, Susan I.; Nagaoka, Jenny K.; Roderick, Melissa R.; et al., 2005
Teachers College Record, 107(5), 935-957

A study of the experiences of middle school students in Summer Bridge, an intensive Chicago public school summer program to help students avoid grade retention, based on student surveys and focus groups

Reports & Papers

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50.

Glancing at governance: The contemporary landscape
Regenstein, Elliot M., 2015
In S. Kagan & R. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 33-44). New York: Teachers College Press

To advance an understanding of the different systems of governance, this chapter defines three major system models: coordination, consolidation, and creation. It then identifies the key goals that should underlie any governance system regardless of the model, explains how those goals have led states to contemplate changing their system model, and identifies key considerations in choosing a system model. (author abstract)

Other

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