Search Results
|
|
Produced by Research Connections
Peer Reviewed Journal
Current Search:
topic:quality-rating-systems;
Current Filters:
Author:Howes, Carollee [remove];
New in two years
[remove];
|
Select Citation
|
Result | Resource Type |
|
|
|
|
Ensuring effective teaching in early childhood education through linked professional development systems, quality rating systems and state competencies: The role of research in an evidence-driven system A summary of a symposium on defining and describing early childhood education professional development systems, quality rating systems, and early childhood education competencies, and a discussion of research that can help integrate these systems |
Other
|
|
|
|
|
Object Play Scale |
Instruments
|
|
|
|
|
Revised Peer Play Scale |
Instruments
|
|
|
|
|
The Florida child care quality improvement study: Interim report |
Reports & Papers
|
|
|
|
|
The Florida child care quality improvement study: 1996 Report |
Reports & Papers
|
|
|
|
|
Adult Involvement Scale |
Instruments
|
|
|
|
|
Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics An examination of the relationship between preschool center quality and children's school readiness, and the moderating role of child entry demographic background, cognitive skills, attention skills, and problem behaviors on that relationship, based on data from approximately 6,250 3- to 5-year-olds from four large-scale child care studies |
Reports & Papers
|
|
|
|
|
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
|
|
|
|
|
Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills A study of the relationships between common measures of quality in prekindergarten programs and children’s academic, language, and social outcomes |
Reports & Papers
|
|
|
|
|
Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings 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 |
Reports & Papers
|
|
|
|
|
Improving and sustaining center quality: The role of NAEYC accreditation and staff stability A longitudinal study examining characteristics of child care centers that improved in quality and retained the higher quality over time, and assessing the impact of NAEYC accreditation on quality improvement |
Reports & Papers
|
|
|
|
|
Children's experiences in center-based child care as a function of teacher background and adult:child ratio An examination of child care quality in relation to adult: child ratio and teacher education, using the Cost, Quality and Outcome (CQO) and Florida Quality Improvement study datasets |
Reports & Papers
|
|
|
|
|
Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms An investigation of the quality and content of children’s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study |
Reports & Papers
|
|
|
|
|
NAEYC accreditation as a strategy for improving child care quality An evaluation of the National Association for the Education of Young Children (NAEYC) child care center accreditation process, addressing the degree to which centers seeking NAEYC accreditation improve in overall quality and level of staff quality and stability, based on research done regarding the accreditation process at ninety-two child care centers in California |
Other
|
|
|
|
|
The children of the Cost, Quality, and Outcomes Study go to school The longitudinal follow up to the Cost, Quality, and Child Outcomes in Child Care Centers Study, following children for five years to assess the impact of quality of child care experiences on later development. |
Reports & Papers
|
|
|
|
|
The children of the Cost, Quality, and Outcomes Study go to school [Executive summary] Report summarizes the key findings of the longitudinal follow up study to the Cost, Quality, and Child Outcomes in Child Care Centers Study. The longitudinal study examines developmental outcomes of quality of center-based child care. |
Executive Summary
|
|
|
|
|
Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP) |
Reports & Papers
|
|
|
|
|
Research report: Early childhood care and education preferences among Latino families in Los Angeles A study of the child care and early education decisions of Latino families in Los Angeles, including perceptions of the availability of and barriers to child care and early education and family factors associated with these perceptions, based on open-ended, in-depth interviews with parents |
Reports & Papers
|
|
|
|
|
Evaluation of the First 5 LA Family Literacy Initiative: Year 5/6 report Findings from the fifth and sixth years of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and quality and child and parent outcomes |
Reports & Papers
|
|
|
|
|
Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report Findings from an eight-year process and outcome evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examines both program characteristics and quality and both child and parent school participation and literacy outcomes |
Reports & Papers
|
|
|
|
|
Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report [Executive summary] A summary of findings from an eight-year process and outcome evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examines both program characteristics and quality and both child and parent school participation and literacy outcomes |
Executive Summary
|
|
|
|
|
Evaluation of the First 5 LA Family Literacy Initiative: Final phase I report Findings from the third and fourth years of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and quality and child and parent outcomes |
Reports & Papers
|
|
|
|
|
Does training make a difference to quality in family child care? An article on the characteristics of family child care providers who seek training and the effects of training on child care quality. |
Reports & Papers
|
|
|
|
|
Pathways to effective teaching A study of pathways to effective teaching within a sample of 80 African-American and Latino teachers working in child care programs serving low-income children |
Reports & Papers
|
|
|
|
|
Diverse pathways in early childhood professional development: An exploration of early educators in public preschools, private preschools, and family child care homes An examination of patterns of education, training, and mentoring among early childhood educators, based on observations and questionnaire responses of 103 teachers in public and private preschool and family child care settings in Los Angeles, California |
Reports & Papers
|
|
Select Citation
|
