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 36 results
Wasik Barbara A., Hindman Annemarie H., Q1 2020
Reports & Papers
Peer Reviewed
Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic…
Snell Emily K., Hindman Annemarie H., Wasik Barbara A., April, 2020
Reports & Papers
Peer Reviewed
New technologies offer exciting opportunities for improving home-school communication, family engagement, and children's learning in early childhood. This paper presents the results of an exploratory study focused on understanding how texting might…
Bustamante Andres S., Hindman Annemarie H., Champagne Carly R., Wasik Barbara A., June, 2018
Reports & Papers
Peer Reviewed
Circle time is a near universally used preschool activity; however, little research has explored its nature, content, and quality. This study examined activity types, teacher and child talk, child engagement, and classroom quality in a sample of…
Hindman Annemarie H., Wasik Barbara A., March/April 2017
Reports & Papers
Peer Reviewed
The current study examined whether Head Start children who experienced a high-quality preschool intervention, Exceptional Coaching for Early Language and Literacy (ExCELL), as three-year-olds began the subsequent pre-kindergarten (or four-year-old)…
Monahan Shannon, Atkins-Burnett Sally, Wasik Barbara A., Akers Lauren, Hurwitz Felicia, Carta Judith J., November, 2016
Reports & Papers
In 2012, the Office of Planning, Research, and Evaluation at the Administration for Children and Families (ACF) engaged Mathematica Policy Research and its partners to conduct a project titled "Assessing Early Childhood Teachers' Use of Child…
Monahan Shannon, Atkins-Burnett Sally, Wasik Barbara A., Akers Lauren, Hurwitz Felicia, Carta Judith J., November, 2016
Executive Summary
In 2012, the Office of Planning, Research, and Evaluation at the Administration for Children and Families (ACF) engaged Mathematica Policy Research and its partners to conduct a project titled "Assessing Early Childhood Teachers' Use of Child…
Akers Lauren, Del Grosso Patricia, Snell Emily K., Atkins-Burnett Sally, Wasik Barbara A., Carta Judith J., Boller Kimberly, Monahan Shannon, 2016
Literature Review
Peer Reviewed
Ongoing child assessment is increasingly viewed as a tool for informing and individualizing instruction in early childhood, yet little is known about how ongoing child assessment is implemented at the classroom or the programmatic level. This…
Akers Lauren, Monahan Shannon, Atkins-Burnett Sally, Wasik Barbara A., Carta Judith J., Hurwitz Felicia, November, 2016
Fact Sheets & Briefs
This brief introduces the Examining Data Informing Teaching (EDIT) measure for researchers who seek to learn about preschool classroom teachers' use of ongoing assessment data to individualize instruction. In this brief, we discuss the EDIT's multi-…
Wasik Barbara A., Hindman Annemarie H., Snell Emily K., Q4 2016
Literature Review
Peer Reviewed
This paper reviews high-quality empirical studies on book reading practices in early childhood that have resulted in increases in child vocabulary. The overarching purpose of this work is twofold: first, to tease apart the myriad ways in which…
Akers Lauren, Del Grosso Patricia, Atkins-Burnett Sally, Monahan Shannon, Boller Kimberly, Carta Judith J., Wasik Barbara A., June, 2015
Fact Sheets & Briefs
To learn more about the use of ongoing assessment in early education, the Office of Planning, Research & Evaluation funded a project in fall 2012 to explore how teachers use children's data to individualize instruction for each child. The…
Akers Lauren, Del Grosso Patricia, Atkins-Burnett Sally, Monahan Shannon, Boller Kimberly, Carta Judith J., Wasik Barbara A., June, 2015
Fact Sheets & Briefs
Recently, practitioners, researchers, and policymakers have placed greater emphasis on early childhood education (ECE) teachers' use of ongoing assessments to track children's progress and tailor instruction to each child's unique strengths, needs,…
Akers Lauren, Atkins-Burnett Sally, Monahan Shannon, Carta Judith J., Wasik Barbara A., Boller Kimberly, June, 2015
Fact Sheets & Briefs
This conceptual framework for curriculum-embedded approaches describes the steps teachers take when using ongoing assessment for individualization. Practitioners can use this conceptual framework to improve current ongoing assessment efforts, and…
Hindman Annemarie H., Wasik Barbara A., Q2 2015
Reports & Papers
Peer Reviewed
This study examines the English and Spanish vocabulary skills that young Dual Language Learners (DLLs) bring to Head Start, as well as their vocabulary learning over the year. Further, we isolate the unique contributions of various child, family,…
Monahan Shannon, Atkins-Burnett Sally, Wasik Barbara A., Akers Lauren, Hurwitz Felicia, Carta Judith J., September, 2015
Reports & Papers
This report describes the iterative development of the Examining Data Informing Teaching (EDIT) measure. The EDIT is specifically designed to help researchers understand how teachers conduct ongoing assessments for individualization and use those…
Snell Emily K., Hindman Annemarie H., Wasik Barbara A., April, 2015
Literature Review
Peer Reviewed
This paper distills from the sizable research literature the evidence-based strategies that improve early vocabulary development in the context of book reading. We focus specifically on effective strategies for children ages 3-6 because this time is…