Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 41 results
Hemmeter Mary Louise, Fox Lise K., Snyder Patricia A., Algina James J., Hardy Jessica Kristen, Bishop Crystal D., Veguilla Myrna, Q1 2021
Reports & Papers
Peer Reviewed
Professional development (PD) focused on social, emotional, and behavioral teaching practices has been identified as a critical need for preschool teachers. The Pyramid Model for Promoting Social Emotional Competence is a multi-tiered framework of…
Rhoad-Drogalis Anna, Justice Laura M., March, 2020
Reports & Papers
Peer Reviewed
This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516…
Ridgley Robyn, Snyder Patricia A., McWilliam R. A., February, 2020
Reports & Papers
Peer Reviewed
We used two judgment-based scales to evaluate quality features of 623 individualized family service plans (IFSP) contributed by 73 service coordinators in one state. We also explored the alignment between the skills specified in child-focused IFSP…
Rhoad-Drogalis Anna, Sawyer Brook E., Justice Laura M., O'Connell Ann, May/June 2018
Reports & Papers
Peer Reviewed
This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that…
Rhoad-Drogalis Anna, Justice Laura M., Sawyer Brook E., O'Connell Ann, March/April 2018
Reports & Papers
Peer Reviewed
Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve…
Greenwood Charles R., Beecher Constance, Atwater Jane, Petersen Sarah, Schiefelbusch Jean, Irvin Dwight W., February, 2018
Reports & Papers
Peer Reviewed
A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. Multi-Tiered System of Supports/Response to Intervention (MTSS/RTI) progress monitoring is helpful in…
Snyder Patricia A., Hemmeter Mary Louise, McLean Mary E., Sandall Susan R., McLaughlin Tara, Algina James J., January, 2018
Reports & Papers
Peer Reviewed
We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers’ implementation of embedded instruction practices and…
Murphy Kimberly A., Justice Laura M., O'Connell Ann, Pentimonti Jill M., Kaderavek Joan N., December, 2016
Reports & Papers
Peer Reviewed
Purpose: The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method: Participants…
Greenwood Charles R., Carta Judith J., Kelley Elizabeth S., Guerrero Gabriela, Kong Na Young, Atwater Jane, Goldstein Howard, June, 2016
Reports & Papers
Peer Reviewed
In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk…
Morgan Paul L., Farkas George, Hillemeier Marianne M., Maczuga Steve, May/June 2016
Reports & Papers
Peer Reviewed
We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD…
Pentimonti Jill M., Murphy Kimberly A., Justice Laura M., Logan Jessica A. R., Kaderavek Joan N., March, 2016
Reports & Papers
Peer Reviewed
Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the…
Bishop Crystal D., Snyder Patricia A., Crow Robert E., November, 2015
Reports & Papers
Peer Reviewed
We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of…
Hemmeter Mary Louise, Hardy Jessica Kristen, Schnitz Alana G., Adams Jessie Morris, Kinder Kiersten, November, 2015
Reports & Papers
Peer Reviewed
Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills…
Snyder Patricia A., Hemmeter Mary Louise, Fox Lise K., November, 2015
Other
Peer Reviewed
In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded…
Morgan Paul L., Farkas George, Hillemeier Marianne M., Hammer Carol Scheffner, Maczuga Steve, September/October 2015
Reports & Papers
Peer Reviewed
Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely…