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Produced by Research Connections
Peer Reviewed Journal
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An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers’ early literacy development An examination of the effect of instructional language on English language learners' Spanish and English literacy development from an experiment with 31 Spanish speaking preschoolers randomly assigned to two Head Start classrooms differing only in the language of instruction |
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Parent priorities in selecting early care and education programs: Implications for Minnesota's quality rating and improvement system An exploration of the influence of the cultural and language components of early childhood programs on parents? decisions to enroll their children, based on a survey of 140 parents of African-American, American Indian, Hmong, Karen, Latino, or Somali descent in Minnesota |
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Strengthening Latino parental involvement forming community-based organizations/school partnership A discussion of the use of partnerships between schools and Latino community-based organizations to improve the involvement of Latino parents in children’s schooling |
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What helps and hinders Hmong pre-kindergartners' school readiness?: Learning from and about the Hmong in St. Paul, Minnesota A study of the conditions of Hmong children and families in St. Paul, Minnesota, Hmong children's school readiness, and factors that help and hinder Hmong children's school readiness, based on administrative and child care provider data and on focus groups |
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A compilation of initiatives to support home-based child care A compilation of profiles of 96 initiatives that target and support home-based child care |
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Project Early K 2005-06 evaluation results: School component An evaluation of the implementation and outcomes of Project Early K, an early kindergarten program in St. Paul, Minnesota, for four-year-old children intended to facilitate the transition to kindergarten, based on interviews with principals, classroom observations, school and program records, parent surveys, and child assessments |
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The state of preschool 2010: State preschool yearbook An annual review of access to, quality in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in all 50 states and the District of Columbia during the 2009-2010 program year, based on a survey of administrators of state-funded preschool programs |
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The state of preschool 2009: State preschool yearbook An annual review of access to, quality in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in all 50 states and the District of Columbia during the 2008-2009 program year, based on a survey of administrators of state-funded preschool programs |
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The cost burden to Minnesota K-12 when children are unprepared for kindergarten An analysis of the costs to the kindergarten through twelfth grade education system in Minnesota of children entering kindergarten unprepared for school |
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The state of preschool 2012: State preschool yearbook An annual review of access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in all 50 states and the District of Columbia during the 2011-2012 program year, based on a survey of administrators of state-funded preschool programs |
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The state of preschool 2011: State preschool yearbook An annual review of access to, quality in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in all 50 states and the District of Columbia during the 2010-2011 program year, based on a survey of administrators of state-funded preschool programs |
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Getting Ready: Final evaluation report An evaluation of Parent Aware Getting Ready Project, a program to assist child care providers in preparing for entry into the Minnesota Parent Aware quality rating and improvement system, that examines child care provider characteristics, services received, quality improvement, and enrollment in Parent Aware, based on administrative data, project staff interviews and surveys, and provider self-assessments and surveys |
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The new faces of Head Start: Learning from culturally diverse families A discussion of reasons for Head Start Programs to support culturally diverse families’ child-rearing beliefs, including social, emotional and cognitive development, based on data collected from two literacy projects: Project FIEL (Family Initiative for English Literacy) for Mexican and Mexican-American families in Texas, and Poj Niam Thiab Meyuam (Mother/Child Shool) for Hmong women and their children in Minnesota |
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Inside the content of infant-toddler early learning guidelines: Results from analyses, issues to consider, and recommendations An analysis of the organization and content of state early learning guidelines (ELGs) for infants and toddlers, based on coding ELG documents |
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Final evaluation report: Lessons learned from the MELF community grants Findings from an evaluation of high quality early childhood education and care programs funded by community grants from the Minnesota Early Learning Foundation, based on participant data gathered through student assessments and parent surveys |
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The state of preschool 2008: State preschool yearbook An annual review of access to, quality in, and resources devoted to state-funded preschool programs for three- and four-year-old children in all 50 states during the 2007-2008 program year, based on a survey of administrators of state-funded preschool programs |
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The state of preschool 2007: State preschool yearbook An annual review of access, quality, and resources in state-funded preschool programs for children ages three and four, in all 50 states and the District of Columbia, during the 2006-2007 program year, based on a survey of administrators of state-funded preschool programs |
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Hmong early childhood education needs assessment A study of the child care arrangements, early education involvement, and child care views of Hmong parents in Minnesota's Minneapolis-St. Paul area, based on in-person surveys |
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Preparing early childhood teachers to successfully educate all children: The contribution of four-year undergraduate teacher preparation programs A study of whether early childhood teacher bachelor's degree requirements meet the developmental and educational needs of children with special needs, racial and ethnic minority children, children from low-income families, immigrant children, and second language learners |
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Extended learning initiatives: Opportunities and implementation challenges: Profiles of six selected state-sponsored initiatives A report presenting findings from six profiles of state-sponsored extended learning initiatives |
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Head Start State Collaboration Office 2009 needs assessment report An exploration of the cooperation, coordination, and collaboration experiences of Head Start programs in working with state and local agencies across 10 areas of service delivery, based on survey responses from 29 rural, urban/suburban, or tribal Head Start programs in Minnesota |
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Preparing early childhood teachers to successfully educate all children: The contribution of state boards of higher education and national professional accreditation organizations A study of the diversity-related content and language in state boards' of higher education and professional accreditation organizations' early childhood teacher standards |
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Project Early Kindergarten-Early Reading First: Evaluation report on the third year of a Saint Paul Public Schools initiative An inquiry into the influence of participation in the Project Early Prekindergarten-Early Reading First on children’s language and literacy achievement, and an examination of the influence of participation by classrooms and schools on their improvement in the promotion of children’s early literacy through the classroom environment |
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Project Early Kindergarten-Early Reading First: Final evaluation report on a Saint Paul Public Schools initiative An implementation and outcomes evaluation of Project Early Kindergarten-Early Reading First, an early literacy-focused prekindergarten program for at risk children in St. Paul, Minnesota, that examines staff professional development, changes in classroom and instructional quality, changes in children's early literacy and school readiness skills, and parental involvement, based on classroom observations, child assessments, staff focus groups, and parent surveys |
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Saint Paul Public Schools early kindergarten 2004-2005 evaluation report An evaluation of the impact of the early kindergarten programs in the public schools of Saint Paul, Minnesota |
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