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 38 results
Grant Ashley A., Jeon Lieny, Buettner Cynthia K., May, 2019
Reports & Papers
Peer Reviewed
To understand factors that might impact teacher turnover, the current study explored predictors of early childhood teachers' professional commitment, which we define as a teacher's psychological bond to their profession and work as a teacher,…
Sandilos Lia E., Goble Priscilla, Rimm-Kaufman Sara E., Pianta Robert C., Q1 2018
Reports & Papers
Peer Reviewed
The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in…
Montes Guillermo, Weber Melissa Reynolds, Infurna Charles J., Van Wagner Genemarie, Zimmer Ariana, Hightower A. Dirk, 2018
Reports & Papers
Peer Reviewed

The aim of this article was to independently test the factor structure of the Early Childhood Environment Rating Scale, 3rd Edition (ECERS-3). Using a sample of 148 independent observations, Standard and Satorra–Bentler confirmatory factor…

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…
Williford Amanda P., Carter Lauren M., Maier Michelle F., Hamre Bridget K., Cash Anne H., Pianta Robert C., Downer Jason T., January-March 2017
Reports & Papers
Peer Reviewed
This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were…
Buettner Cynthia K., Jeon Lieny, Hur Eunhye, Garcia Rachel E., October, 2016
Reports & Papers
Peer Reviewed
Early care and education has pronounced implications for young children's social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers' personal social-emotional capacity has…
Buckrop Jordan, Roberts Amy M., LoCasale-Crouch Jennifer, Q3 2016
Reports & Papers
Peer Reviewed
There is a growing body of research demonstrating the association between high quality preschool and improved child outcomes; however, few studies have considered special education referral as a child outcome. This study examined whether four…
Hatfield Bridget E., Burchinal Margaret, Pianta Robert C., Sideris John, Q3 2016
Reports & Papers
Peer Reviewed
The present study examines the extent to which the association between school readiness skills and preschool classroom quality is higher in classrooms in which quality is above a threshold than when quality is below that threshold. A sample of 222…
McCormick Meghan P., Turbeville Ashley R., Barnes Sophie P., McClowry Sandee Graham, November, 2014
Reports & Papers
Peer Reviewed
Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of…
Pianta Robert C., DeCoster Jamie, Cabell Sonia Q., Burchinal Margaret, Hamre Bridget K., Downer Jason T., LoCasale-Crouch Jennifer, Williford Amanda P., Howes Carollee, Q4 2014
Reports & Papers
Peer Reviewed
The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional…
Brock Laura L., Curby Timothy W., July, 2014
Reports & Papers
Peer Reviewed
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to…
Pianta Robert C., Burchinal Margaret, Jamil Faiza M., Sabol Terri J., Grimm Kevin J., Hamre Bridget K., Downer Jason T., LoCasale-Crouch Jennifer, Howes Carollee, Q2 2014
Reports & Papers
Peer Reviewed
The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher-child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool…
Curby Timothy W., Downer Jason T., Booren Leslie M., Q2 2014
Reports & Papers
Peer Reviewed
In the present study, 314 preschool classrooms and 606 children were observed to understand the behavioral exchanges between teachers and children. Teachers emotionally and organizationally supportive behaviors and children's engagement were…
Cabell Sonia Q., DeCoster Jamie, LoCasale-Crouch Jennifer, Hamre Bridget K., Pianta Robert C., Q4 2013
Reports & Papers
Peer Reviewed
This exploratory study examined the extent to which the effectiveness of instructional interactions varies among classroom social settings (i.e., large group, free choice, meals, and routines), learning activities (i.e., shared reading, literacy,…
Honig Alice S., Kim Yunhee, Ray Kimberly, Yang Hyun Jung, July, 2013
Reports & Papers
Peer Reviewed
Observations of soothing strategies that daycare teachers used with infants and toddlers in 10 centres, revealed that distress episodes lasted the longest for the youngest babies (0-12 months). The youngest babies received more positive caregiver…