Related Resource of 4654
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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors An investigation of the effects of teacher and classroom characteristics on their ratings of preschool socioemotional competence using data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 |
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Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs An examination of the relationship between child care quality and child academic and language skills outcomes of 1129 children from low income families enrolled in 671 prekindergarten classrooms in 11 states from the National Center for Early Development and Learning’s (NCEDL) Multi-State Study of Pre-Kindergarten and the NCEDL/National Institute for Early Education (NIEER) State-Wide Early Education Programs Study |
Reports & Papers |
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Enhancing the transition to kindergarten: Linking children, families, & schools A manual describing an approach to enhancing children’s transitions into Kindergarten including interactions between children and teachers, children and peers, parents and teachers, as well as preschool teachers and kindergarten teachers |
Reports & Papers |
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The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes An examination of the relationship between global classroom quality and teacher, school, classroom, and family characteristics and target child outcomes in 223 largely suburban or rural public school kindergarten classrooms |
Reports & Papers |
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Family involvement & school performance in the Chinatown YMCA 21st Century Community Learning Center An examination of the relationship between academic achievement of Chinese and Chinese-American at-risk youth living in the Lower East Side and Chinatown neighborhoods of Manhattan who attend YMCA after school programs and the participation of their family support network members in YMCA family programs and in their at-home and school activities |
Reports & Papers |
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Teachers' perceptions of conflict with young students: Looking beyond problem behaviors A study of the correlations between levels of student-teacher conflict, child problem behavior, and child, teacher, and classroom characteristics, based on data collected from 2282 children, 597 teachers, and 597 classrooms in several states |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2010-2011 fourteenth annual report Findings from an annual assessment of classroom quality, parent involvement, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and observations of children and their classrooms |
Reports & Papers |
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Teacher-rated family involvement and children's social and academic outcomes in kindergarten An observational study using data from the National Institute of Child Health and Human Development Study of Early Child Care to examine the relation between teacher-reported family involvement in school and their kindergarten children's academic and social competencies |
Reports & Papers |
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The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions An examination of the psychometric properties of the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children’s interactions in preschool classrooms with teachers, peers, and tasks, based on the use of the tool with 145 children, ages three through five, enrolled in fourty four classrooms in twenty different preschool programs in the central region of a mid-Atlantic state |
Reports & Papers |
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Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program A study of the effect of online or traditional training in the Banking Time socioemotional intervention on both program implementation and teacher-child relationships, based on studies of the classrooms of 252 preschool teachers serving at risk students |
Reports & Papers |
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Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children’s skills A study of the family demographic characteristics and child skills associated with parental conceptions of school readiness, based on interviews with 452 parents of 4-year-olds enrolled public prekindergarten programs |
Reports & Papers |
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Mental health screening of preschool children: Validity and reliability of ABLE An assessment of a screening tool used to identify preschool children potentially suffering from attention, behavior, language, and emotional difficulties |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report: Statistical supplement Statistical data supplementing an annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Other |
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Rochester Early Childhood Assessment Partnership: 2003-04 seventh annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten An examination of the association between pre-kindergarten teachers’ use of transition-to-kindergarten practices and kindergarten teachers’ initial perceptions of children’s social and academic adjustment to the kindergarten setting, with particular attention to race and socioeconomic status, based on a sample of 722 children from 40 schools in 4 states |
Reports & Papers |
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Mother-child relationships, teacher-child relationships, and school outcomes in preschool in kindergarten A study on the connection of relationships a child has with a mother or teacher to school performance and social development |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2005-06 ninth annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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An after-school program for elementary school aged children: Academic and socio-emotional outcomes An investigation of the effects of an after-school program on elementary school students' academic and socioemotional outcomes, examining the relationship between students' outcomes and duration of program participation |
Reports & Papers |
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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships An investigation of the effects of a pro-social teacher-child intervention on teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher–child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions |
Reports & Papers |
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Getting ready for school: The Early Childhood Cluster Initiative of Palm Beach County, Florida: Program implementation and early outcomes: Year 3 report Findings from the third year of an implementation and impact evaluation of the Early Childhood Cluster Initiative, a comprehensive, high-quality preschool education program for children in low-income communities in Palm Beach County, Florida, based on surveys of parents, teachers, and principals, program observations, child assessments, school administrative records, and a review of program documents |
Reports & Papers |
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Quality child care and socio-emotional risk factors: No evidence of diminishing returns for urban children An investigation testing the hypothesis that early childhood centers experience diminishing returns from quality improvements as the quality of the classroom rises with regards to concurrent socio-emotional outcomes |
Reports & Papers |
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Getting ready for school: Palm Beach County's Early Childhood Cluster Initiative Findings from the second year of an implementation evaluation and recommendations for ongoing evaluation efforts of the Early Childhood Cluster Initiative, a comprehensive, high-quality preschool education program for children in low-income communities in Palm Beach County, Florida, based on parent focus groups, surveys of teachers and principals, program observations, child assessments, school administrative records, and a review of program documents |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2006-07 tenth annual report Findings from the tenth year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms |
Reports & Papers |
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Spanish-speaking children's social and language development in pre-kindergarten classrooms A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs |
Reports & Papers |
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Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavioral observations A test comparing several instruments for the detection of specific language impairment (SLI) status in preschool children |
Reports & Papers |
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Implementation study of the Comprehensive Services program of Palm Beach County, Florida: Final report A three-year, multi-method implementation study of the Palm Beach County, Florida, Comprehensive Services (CS) program--established to improve the school readiness of children from low income families through identification of need and provision of early intervention services--based on analyses and observations of CS staff and activities, interviews with CS organizational partners, a survey of child care centers served by CS, and an analysis of school readiness indicators |
Reports & Papers |
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Home-school differences in beliefs, support, and control during public pre-kindergarten and their link to children's kindergarten readiness A study of readiness skills and ethnicity and their relationship to home-school match or mismatch in childrearing beliefs and socialization practices for 310 children transitioning from publicly sponsored prekindergarten to kindergarten |
Reports & Papers |
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Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2002-2003 annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills An investigation of the extent to which cognitive and non-cognitive skills account for the measured links between participation in preschool intervention and high school completion, highest grade completed, and incarceration history in early adulthood, using data from the Chicago Longitudinal Study |
Reports & Papers |
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Differences in social adjustment and classroom behavior between children retained in kindergarten and groups of age and grade matched peers A study on the effects of kindergarten retention on child social and academic development |
Reports & Papers |
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Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development A study of relationships among preschool teachers' behavior management, children's task orientation, and both children's emergent literacy and language development, as well as the extent task orientation moderates the relationship between teachers' behavior management and children's emergent literacy and language development, based on data from 398 children from low-income backgrounds and 67 preschool teachers |
Reports & Papers |
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence |
Reports & Papers |
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Does early childhood intervention affect the social and emotional development of participants? An examination of the impact of a preschool intervention on young children's social and emotional development using data from the Chicago Longitudinal Study and an investigation into the endurance of the effects of program participation |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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The relations of observed pre-k classroom quality profiles to children's achievement and social competence A study of the relationship between the growth in social and academic competence of children in the prekindergarten year and the level of emotional support measured in classroom teacher-child interactions, based on data collected about 2,028 prekindergarten children from several states |
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Who benefits from high-quality kindergarten?: Investigating ethnicity/race differences in the RECAP 2002 sample An analysis of the relationship between race and ethnicity and child outcomes in a sample of children attending early childhood programs in Rochester, New York |
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The protective function of after-school programming and parent education and support for students at risk for substance abuse An examination of the impact of an after school program on children at risk for substance abuse, in terms of parent support, children's social skills, and classroom participation |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2004-05 eighth annual report: Statistical supplement Statistical data supplementing an annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Other |
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Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality A study of differences in teachers' perceptions of prekindergarten children's behavior problems by ethnic group and gender, and a second study of the relationship between both classroom and teacher quality and children's behavior problems, based on a secondary analysis of two multi-state prekindergarten studies |
Reports & Papers |
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Ready to learn?: Children’s pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
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Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate An examination of the impact of family characteristics (socioeconomic status, family income) and teachers' relations with preschool children on young children's social competence |
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Rochester Early Childhood Assessment Partnership: 2001-2002 annual report An annual report of the status of parent satisfaction with, quality of, and child outcomes in early childhood programs in Rochester, New York, based on parent surveys and child and classroom observations |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2007-08 eleventh annual report Findings from the eleventh year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms |
Reports & Papers |
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Rochester Early Childhood Assessment Partnership: 2007-08 twelfth annual report Findings from the twelfth year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms |
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Shyness and emotion-processing skills in preschoolers: A 6-month longitudinal study A study of the relationships between shyness, emotional perspective-taking, and emotion recognition (both facial and non-facial) in a sample of 337 children attending Head Start |
Reports & Papers |
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Strong Start recap analysis results An overview of findings from an assessment of children's achievement in prekindergarten, based on data for 97 prekindergarteners from two schools in Rochester, New York |
Fact Sheets & Briefs |
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