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 - 14 out of 14 results
Sparr Mariel, Cachat Patrice, Bartko W. Todd, Frazier Stacy L., February 2021
Fact Sheets & Briefs

This brief summarizes how five afterschool programs—serving elementary age children and representing diverse geographic regions, settings, and populations served—view their roles and contributions to provide gender-aware afterschool programming.…

Ingoldsby Erin M., Morrison Colleen, Ruben Joelle, Melz Heidi, Cairone Karen, August, 2020
Reports & Papers
This special topic paper outlines the rationale for using and supporting logic models grounded in theories of change to help build the TI evidence base. It draws from information gleaned from our research summary, program scan, key informant…
Ingoldsby Erin M., Morrison Colleen, Ruben Joelle, Melz Heidi, Cairone Karen, August, 2020
Executive Summary
This special topic paper presents key findings on the use of theories of change and logic models in TI initiatives gleaned from the following project activities: - A research summary of TI systems-level initiatives - A program scan featuring…
Baker Courtney N., Tichovolsky Marianne H., Kupersmidt Janis, Voegler-Lee Mary Ellen, Arnold David H., August, 2015
Reports & Papers
Peer Reviewed
Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from…
Knoche Lisa, Marvin Christine A., Sheridan Susan M., 2015
Reports & Papers
Peer Reviewed
This study explores strategies used by early childhood professionals (ECPs) involved in a school readiness intervention to support parent engagement in young children's learning. Thirty-two ECPs were recorded during home visits with young children…
Waterman Clare, McDermott Paul A., Fantuzzo John W., Gadsden Vivian L., Q1 2012
Reports & Papers
Peer Reviewed
An examination of the relative proportions of score variation attributable to both assessors and children on assessments administered both outside of classrooms by extramural assessors and for measures administered by teachers within classrooms,…
Downer Jason T., Pianta Robert C., Fan Xitao, Hamre Bridget K., Mashburn Andrew J., Justice Laura M., 2011
Reports & Papers
Peer Reviewed
As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an…
Wesley Patricia W., Bryant Donna M., Fenson Carla, Tout Kathryn, Susman-Stillman Amy R., Hughes-Belding Kere, July-September 2010
Reports & Papers
Peer Reviewed
A study of the effect of the use of Partnership for Inclusion (PFI) training in the preparation of consultants who implement quality improvement interventions at child care centers, based on measurements of fidelity of implementation at over 300…
Knoche Lisa, Sheridan Susan M., Edwards Carolyn Pope, Osborn Allison Q., Q3 2010
Reports & Papers
Peer Reviewed
The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were…
Baker Courtney N., Kupersmidt Janis, Voegler-Lee Mary Ellen, Arnold David H., Willoughby Michael T., Q3 2010
Reports & Papers
Peer Reviewed
A study of the relationship between number of teacher-implemented activities in a kindergarten readiness intervention and center type, attitudes toward the intervention, perceptions of the work environment, perceptions of the center director, job…
Downer Jason T., LoCasale-Crouch Jennifer, Hamre Bridget K., Pianta Robert C., May, 2009
Reports & Papers
Peer Reviewed
An exploration of teacher characteristics associated with higher participation in and responsiveness to the MyTeachingPartner Consultancy (MTP) professional development approach, based on a sample of 62 prekindergarten teachers from 21 school…
Brown Jill R., Knoche Lisa, Edwards Carolyn Pope, Sheridan Susan M., May 2009
Reports & Papers
Peer Reviewed
An exploration of self-perceived changes in teacher practices after participation in the Getting Ready intervention to encourage parental involvement, using information gathered from interviews with 28 early childhood practitioners working in Head…
Lara-Cinisomo Sandraluz, Fuligni Allison Sidle, Daugherty Lindsay, Howes Carollee, Karoly Lynn A., Spring 2009
Reports & Papers
Peer Reviewed
A study of early childhood educators' beliefs about the types of preschool learning experiences that are important for children's kindergarten readiness, based on 11 focus groups in Los Angeles County with 75 educators from publicly-funded and…
Downer Jason T., Kraft-Sayre Marcia E., Pianta Robert C., March, 2009
Reports & Papers
Peer Reviewed
A study of teachers' use of and satisfaction with the MyTeachingPartner (MTP) online in-service professional development program, based on data collected from teachers who had access only to the online program and teachers who both used the online…