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 - 12 out of 12 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,…
Halloran Katherine Marie, Gorman Kathleen, Fallon Megan, Tovar Alison, April, 2018
Reports & Papers
Peer Reviewed
Objective: To examine the association between nutrition knowledge, attitudes, and fruit/vegetable intake among Head Start teachers and their classroom mealtime behaviors (self-reported and observed). Design: Cross-sectional design using observation…
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…
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…
Tovar Alison, Vaughn Amber, Fallon Megan, Hennessy Erin, Burney Regan, Ostbye Truls, Ward Dianne Stanton, October, 2016
Reports & Papers
Peer Reviewed
Child care providers play an important role in feeding young children, yet little is known about children's influence on providers' feeding practices. This qualitative study examines provider and child (18 months-4 years) feeding interactions.…
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…
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…
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,…
Hamre Bridget K., Pianta Robert C., Burchinal Margaret, Field Samuel, LoCasale-Crouch Jennifer, Downer Jason T., Howes Carollee, La Paro Karen M., Scott-Little Catherine, February, 2012
Reports & Papers
Peer Reviewed
Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate…