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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Pianta, Robert C. [remove];
170 results found.|
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Large-scale rater calibration for an observational instrument A summary of an examination of the accuracy of raters trained by the Office of Head Start (OHS) in 2008-2009 on the Classroom Assessment Scoring System (CLASS), based on data from 2,093 raters, and of additional analyses of characteristics that predict their accuracy, based on data for a subsample of 704 of the raters |
Fact Sheets & Briefs
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Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources A comparison of the impacts of both the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and two levels of professional development support through the MyTeachingPartner web site, and both children's social competence and social problems during prekindergarten, and additional examinations of the relationship between both teachers' use and exposure to intervention resources and both children's social competence and social problems, based on data from 233 teachers' reports of the behavior of 980 children in their classrooms |
Reports & Papers
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Child-Parent Relationship Scale |
Instruments
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Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration An examination of the accuracy of raters trained by the Office of Head Start (OHS) in 2008-2009 on the Classroom Assessment Scoring System (CLASS), based on data from 2,093 raters, and additional analyses of characteristics that predict their accuracy, based on data for a subsample of 704 of the raters |
Reports & Papers
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Prepared statement of Robert C. Pianta A discussion of the role of professional development for the early education workforce in supporting the learning of young children |
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More than teachers: The early care and education workforce An overview of select large-scale studies of the characteristics, work environments, and practices of early childhood professionals, and a discussion of the workforce issues impeding a vision for the improvement of the professional status and qualifications of early childhood workers |
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Promoting young children's mental health through early childhood consultation: Ecological advances and research needs A discussion of early childhood consultation as a means to address challenges to positive socioemotional and mental health development, challenges and suggestions for advances in conceptualizing and delivering early childhood consultation from an ecological perspective, and a presentation of a model of early childhood consultation incorporating developmentally appropriate and empirically supported features for use in early childhood education settings |
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Interventions that promote social-emotional learning in young children An overview of literature regarding select evidence-based interventions that promote school readiness in young children by focusing on the enhancement of children's socioemotional skills either directly with explicit classroom curricula, or indirectly through interventions with teachers |
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Access, participation, and supports: A framework for improving inclusive early education opportunities for children with disabilities A summary of research literature and information from the joint Division for Early Childhood/National Association for the Education of Young Children (DEC/NAEYC; 2009) position statement identifying specific educational practices that promote access, participation, and supports for young children with disabilities and their families |
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Making the case: Why credentialing and certification matter An overview of early childhood education (ECE) issues surrounding credentialing and certification and a discussion of the role of credentialing and certification in improving the quality of ECE teacher performance, and consequently, children's learning and development |
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Higher education for early childhood educators and outcomes for young children: Pathways toward greater effectiveness A discussion of key features and relative quality of higher education programs for the preparation of early childhood professionals, the role of professional standards and accreditation for the preparation of future teachers, the knowledge, beliefs, and attitudes of early childhood faculty, and of the relationship between professional preparation of both faculty and future teachers and child developmental outcomes |
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Enhancing teachers' intentional use of effective interactions with children: Designing and testing professional development interventions A description of the concept of intentional teaching and examples of its use in professional development programs targeting improvement in teachers' daily interactions with children |
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Improving language and literacy outcomes in child care A description of Project Great Start, a coaching model for early childhood educators' language and literacy instruction, a discussion of aspects of the model that promote teachers' implementation of best practices in early literacy, and highlights of key findings and remaining questions about the use of coaching as a professional development approach in early childhood |
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The feasibility of a common course in early childhood teacher preparation programs A summary of a documentation of the implementation of a standardized early childhood education early literacy teaching practices course and of an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
Fact Sheets & Briefs
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Measuring teacher-child interactions in linguistically diverse pre-k classrooms A summary of a test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states |
Fact Sheets & Briefs
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Restructuring and aligning early education opportunities for cultural, language, and ethnic minority children A discussion of FirstSchool as a systems approach to early schooling for 3- through 8-year-old children, particularly those who are poor and come from cultural, language, and ethnic minority families, that focuses on collaboration across multiple systems, agencies, and people, the use of data and inquiry to guide and monitor progress and change, and a commitment to seamless education across the prekindergarten through third grade span |
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Scaffolding self-regulated learning in young children: Lessons from Tools of the Mind A description of the theoretical foundation of the Tools of the Mind curriculum, an illustration of the implementation of these principles using examples of instructional strategies from the curriculum, and a discussion of the curriculum's impact on the development of self regulation and executive functions in young children and their academic achievement |
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Language, culture, and early education in the United States An overview of programs and best practices that have been shown to enhance overall development and early academic achievement of dual language cultural learner (DLCL) children and families in the United States who reside in a family culture in which a language other than English serves as the major mode of communication, including issues related to instruction, programs, teachers, and family engagement |
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Poverty is a knot, and preschool is an untangler A discussion of the potential of high-quality early childhood programs to help children in poverty |
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Mathematics learning, assessment, and curriculum A discussion of what teachers should know about mathematics learning, assessment, and curriculum to develop children's interest and competence in mathematics, based on a select but substantial body of research on young children's learning of mathematics |
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Promoting early literacy and language development An identification and discussion of select prekindergarten and kindergarten instructional practices and curricula for the promotion of code-related reading and oral language skills |
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A transactional model of effective teaching and learning in the early childhood classroom An introduction to a transactional model of teaching and learning in early childhood classrooms that includes the frequency, duration, and quality of the exchanges between teachers and children in a given skill domain |
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Science and early education An overview of science standards in early education, science teaching and learning in early childhood classrooms, and a discussion of the need for more research on science learning in the early years |
Other
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Promoting young children's mental health through early childhood consultation: Ecological advances and research needs A discussion of early childhood consultation as a means to address challenges to positive socioemotional and mental health development, suggestions to advance in conceptualizing and delivering early childhood consultation from an ecological perspective, and a presentation of a model of early childhood consultation incorporating several empirically supported features for use in early childhood education settings |
Other
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Accountability and program evaluation in early education A discussion of research design options for the measurement of the outcomes of early education programs |
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