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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Burchinal, Margaret [remove]; Pub Year:2010 [remove];
10 results found.|
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Quality Interventions for Early Care and Education (QUINCE) -- Partners for Inclusion, 2004-2007 [California, Iowa, Minnesota, Nebraska, North Carolina] The Quality Interventions for Early Care and Education Partnership for Inclusion (QUINCE-PFI) study is one half of a multistate study of two assessment based, individualized on-site consultation models. The Partnerships for Inclusion (PFI) consultation model, was implemented in California, Iowa, Minnesota, Nebraska, and North Carolina and included consultations of child care provider training for providers and teachers in both centers and homes, with a special emphasis on providers in family child care homes, including license-exempt care. The goal of this research was to determine the conditions under which a very specific assessment based, on-site consultation model of child care provider training enhances the quality of the family home or child care classroom and results in positive child change. The PFI consists of two main components, the assessment tools used to index quality -- The Infant/Toddler Environment Rating Scale-Revised, (ITERS), 2003, The Early Childhood Environment Rating Scale--Revised, (ECERS ), 1998, and Family Day Care Rating Scale (FDCRS), 1989, measures developed by Harms, Clifford and Cryer, and the theory-based, collaborative, problem-solving model of consultation developed by Pat Wesley. The model builds on the literature that suggests greater change is possible when individuals are involved in assessing their own needs, receive individualized support over an extended period of time, and have opportunities to apply new knowledge and skills in their own work setting. The public release of the data files includes only datasets containing summary variables from direct interviews and scale scores. The restricted release contains all data available for release including all direct interview variables, roster information and demographic variables. |
Data Sets
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Differentiating among measures of quality: Key characteristics and their coverage in existing measures A discussion of features among which early care and education quality measures differ |
Fact Sheets & Briefs
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Quality dosage, thresholds, and features in early childhood settings: Literature review tables Tables to accompany a review of research on the relationship of quality thresholds, timing, and features of early childhood settings to child developmental outcomes |
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Quality dosage, thresholds, and features in early childhood settings: A review of the literature A review of research on the relationship of quality thresholds, timing, and features of early childhood settings to child developmental outcomes |
Literature Review
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
Reports & Papers
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Effects of an early literacy professional development intervention on Head Start teachers and children A study of the effects of participation in one semester of Classroom Links to Early Literacy on teacher's teaching practices, classroom environment, early literacy classroom supports, and children's early literacy development and an examination of pre- and post-intervention classsroom and child outcomes for teachers assigned to remote or on-site coaching conditions for 88 Head Start teachers of 759 children, across 5 Head Start programs in a midwest state |
Reports & Papers
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Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development An examination of the relationships between externalizing behavior, impulsivity, risk taking, and academic achievement at age 15 and quality of care, nonrelative child care type, care hours, and center care participation at 4 ½ years, as well as achievement and externalizing behavior at 4 ½ years and grades 1, 3, and 5, from a secondary analysis of data on 1,364 families |
Reports & Papers
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Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs An examination of the relationship between child care quality and child academic and language skills outcomes of 1129 children from low income families enrolled in 671 prekindergarten classrooms in 11 states from the National Center for Early Development and Learning’s (NCEDL) Multi-State Study of Pre-Kindergarten and the NCEDL/National Institute for Early Education (NIEER) State-Wide Early Education Programs Study |
Reports & Papers
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Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample An examination effects of the Abecedarian study and the CARE study, two randomized trials of early intervention, on young adult outcomes and an examination of the possible mediators of early cumulative risk and the early home environment in a sample of 139 young adults at age 21, from high-risk families enrolled as infants |
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Testing a series of causal propositions relating time in child care to children’s externalizing behavior An examination, through a series of longitudinal analyses, of the relationship between child care hours and externalizing behavior, moderated by child care quality and portion of time with a large group of peers, from 1,364 family participants in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development |
Reports & Papers
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