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Accountability and program evaluation in early education
Gilliam, Walter S., 2012
In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 73-91). New York: Guilford Press

A discussion of research design options for the measurement of the outcomes of early education programs

Methods

Ages & Stages Questionnaire: Social-Emotional
Squires, Jane, 2002
Baltimore: Paul H. Brookes Publishing

Instruments

Alphabet Letter Recognition Inventory
Florida Institute of Education, 2004
In Alphabet Letter Recognition Inventory: Administration manual. Jacksonville: Florida Institute of Education

Instruments

Assessing wellbeing at school entry using the Strengths and Difficulties Questionnaire: Professional perspectives
White, Jane, March, 2013
Educational Research, 55(1), 87-98

Aim: The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected. Method: Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and 'partnership' establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically. Results: In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognized potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labeling a child at an early stage of formal education. (author abstract)

Reports & Papers

The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study
Tracy, Allison J., 2012
Wellesley, MA: National Institute on Out-of-School Time.

Findings from an exploration of the validity and reliability of the Assessment of Afterschool Program Practices Tool (APT), an observational measure of quality in after school programs, based on observations conducted in 25 after school programs in Massachusetts and on survey responses from 824 children in the programs

Reports & Papers

Assessment tools of energy balance-related behaviours used in European obesity prevention strategies: Review of studies during preschool
Mouratidou, T., March, 2012
Obesity Reviews, 13(s1), 42-55

A review of studies that utilize assessment tools to measure food intake, physical activity, and sedentary behavior in obesity intervention strategies targeting mainly preschool children across Europe

Literature Review

Battelle Development Inventory (2nd ed.)
Newborg, Jean, 2005
Itasca, IL: Riverside Publishing

Instruments

Bracken School Readiness Assessment
Bracken, Bruce A., 2002
San Antonio, TX: Psychological Corporation

Instruments

California Afterschool Outcome Measures Project field test of the Online Toolbox
Vandell, Deborah L., January, 2012
Irvine, CA: California Afterschool Outcome Measures Project.

Findings from a field test of the California Afterschool Outcome Measures Project Online Toolbox, an online survey of student behavior change and skill development for use in after school programs, that examines teacher and student survey administration experiences, student reports of after school program experiences, changes in student skill and behavior outcomes, and associations of student program experiences to their skill and behavior outcomes, based on data collected from students and teachers at 28 after school programs in fall 2010 and spring 2011

Reports & Papers

Camp Program Quality Assessment
David P. Weikart Center for Youth Program Quality, 2012
Ypsilanti, MI: David P. Weikart Center for Youth Program Quality

Instruments

Can child care workers contribute to the early detection of autism spectrum disorders?: A comparison between screening instruments with child care workers versus parents as informants
Dereu, Mieke, May, 2012
Journal of Autism and Developmental Disorders, 42(5), 781-796

A study of the discriminative validity of an autism spectrum disorders (ASD) screening instrument--the Checklist for Early Signs of Developmental Disorders, filled out by child care workers, compared to frequently used parent questionnaires, based on data from a sample of 357 children between 5.57 and 48.13 months who showed signs of ASD or language delay

Reports & Papers

Childcare and Early Years Providers Survey 2011: Technical report
Brind, Richard, September, 2012
(Official Statistics OSR18/2012, Research Report DfE-RR240b). Runcorn, United Kingdom: Great Britain, Department for Education.

An overview of the research design, data collection, and sample weighting for a study of child care and early education provider characteristics in England by provider type, including enrollment, profitability, and staff characteristics and qualifications

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