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 - 9 out of 9 results
Aikens Nikki, Nguyen Tutrang, Harding Jessica F., February, 2021
Literature Review
This brief focuses on what we know about how the Pre-K CLASS relates to children’s outcomes in general, and whether its relationships with outcomes differs for key subgroups of children. By summarizing findings of the most recent studies published…
Pianta Robert C., Hamre Bridget K., Nguyen Tutrang, Q2 2020
Other
Peer Reviewed
For decades, research on the quality of early care and education has helped identify features of those settings that play some role in promoting children's learning and development. We offer this brief commentary as a framework for considering not…
Nguyen Tutrang, Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., November, 2020
Reports & Papers
Peer Reviewed
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social-behavioral, and executive function outcomes of 1,498…
Nguyen Tutrang, Jenkins Jade Marcus, Whitaker Anamarie A., April-June 2018
Reports & Papers
Peer Reviewed
Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content…
Schenke Katerina, Nguyen Tutrang, Watts Tyler W., Sarama Julie, Clements Douglas H., August, 2017
Reports & Papers
Peer Reviewed
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated…
Nguyen Tutrang, Watts Tyler W., Duncan Greg J., Clements Douglas H., Sarama Julie, Wolfe Christopher B., Spitler Mary Elaine, Q3 2016
Reports & Papers
Peer Reviewed
In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as…
Bailey Drew H., Nguyen Tutrang, Jenkins Jade Marcus, Domina Thurston, Clements Douglas H., Sarama Julie, September, 2016
Reports & Papers
Peer Reviewed
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for…
Jenkins Jade Marcus, Auger Anamarie, Nguyen Tutrang, Yu Winnie, May, 2016
Reports & Papers
Public preschool programs often require the use of a research-based curriculum, yet limited research examines whether curricular decisions influence classroom processes and children's school readiness. This study uses three large samples of…
Nguyen Tutrang, Duncan Greg J., 2016
Administration for Children and Families/OPRE Projects
Whole-child curricula seek to promote learning by encouraging children to interact independently with the equipment, materials, and other children in the classroom environment. A recent meta-analysis showed that, on average, children exposed to…