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 39 results
Schachter Rachel E., Piasta Shayne B., Justice Laura M., Winter 2020
Reports & Papers
Peer Reviewed
Most preschool-aged children spend time in Head Start and other center-based care. Thus, early educators’ use of a quality curriculum is essential to maximizing children’s learning. We examined the curricula utilized by educators working in diverse…
Schachter Rachel E., Piasta Shayne B., Justice Laura M., Winter 2020
Executive Summary
Peer Reviewed
This article summarizes a study investigating the curricula and features of those curricula used by 497 early childhood educators across one Midwestern state. Curricula were identified and coded for quality features derived from the research, theory…
Villasanti Hugo Gonzalez, Justice Laura M., Chaparro-Moreno Leydi Johana, Lin Tzu-Jung, Purtell Kelly M., 25 November, 2020
Reports & Papers
Peer Reviewed
The present study explored whether a tool for automatic detection and recognition of interactions and child-directed speech (CDS) in preschool classrooms could be developed, validated, and applied to non-coded video recordings representing children’…
Piasta Shayne B., Park Somin, Farley Kristin Sue, Justice Laura M., O'Connell Ann, May, 2020
Reports & Papers
Peer Reviewed
Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning…
Dynia Jaclyn M., Schachter Rachel E., Piasta Shayne B., Justice Laura M., O'Connell Ann, Pelatti Christina Yeager, June, 2018
Reports & Papers
Peer Reviewed
This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation…
Rhoad-Drogalis Anna, Justice Laura M., Sawyer Brook E., O'Connell Ann, March/April 2018
Reports & Papers
Peer Reviewed
Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve…
Justice Laura M., Jiang Hui, Strasser Katherine, Q1 2018
Reports & Papers
Peer Reviewed
Individual differences in young children's language acquisition reflect in part the variability in the language-learning environment that they experience, both at home and in the classroom. Studies have examined various dimensions of the preschool…
Pentimonti Jill M., Justice Laura M., Yeomans-Maldonado Gloria, McGinty Anita, Slocum Laura, O'Connell Ann, June, 2017
Reports & Papers
Peer Reviewed
The focus of the present work was to examine teachers' use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were…
Markussen-Brown Justin, Juhl Carsten B., Piasta Shayne B., Bleses Dorthe, Hojen Anders, Justice Laura M., Q1 2017
Literature Review
Peer Reviewed
Professional development (PD) is increasingly used to improve early childhood educators' skills and knowledge in providing quality language and emergent literacy environments for children. However, the literature does not clearly indicate the extent…
Pelatti Christina Yeager, Dynia Jaclyn M., Logan Jessica A. R., Justice Laura M., Kaderavek Joan N., December, 2016
Reports & Papers
Peer Reviewed
Background Although classroom quality is an important consideration, few recent research studies have examined the process and structural quality in publicly funded early childhood education (ECE) and inclusive ECE classrooms. This study provides an…
Glenn-Applegate Katherine, Justice Laura M., Kaderavek Joan N., February, 2016
Reports & Papers
Peer Reviewed
Little is known about how parents and other caregivers conceptualize preschool quality, or what factors they prioritize when selecting a preschool. Caregivers of children with disabilities have the additional challenge of finding a preschool that…
Cabell Sonia Q., Justice Laura M., McGinty Anita, DeCoster Jamie, Forston Lindsay Doswell, Q1 2015
Reports & Papers
Peer Reviewed
This study used a novel method to examine the volume and quality of teacher-child conversations within 44 preschool classrooms. Small group play sessions were transcribed, parsed into conversations, and coded for teachers' use of strategies that…
Guo Ying, Tompkins Virginia, Justice Laura M., Petscher Yaacov, October, 2014
Reports & Papers
Peer Reviewed
The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this…
Pelatti Christina Yeager, Piasta Shayne B., Justice Laura M., O'Connell Ann, Q4 2014
Reports & Papers
Peer Reviewed
The present study examined the language- and literacy-learning opportunities of 400 young children enrolled in 81 early childhood classrooms to address two research aims: (1) to describe typical language- and literacy-learning experiences afforded…
Kaderavek Joan N., Pentimonti Jill M., Justice Laura M., October, 2014
Reports & Papers
Peer Reviewed
This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the…