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 22 results
Crawford April, Vaughn Kelly A., Guttentag Cathy L., Varghese Cheryl, Oh Yoonkyung, Zucker Tricia A., September 2021
Reports & Papers
Peer Reviewed

The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators quickly adapted their procedures to ensure children’s safety as they reopened to…

Zucker Tricia A., Cabell Sonia Q., Petscher Yaacov, Mui Heather, Landry Susan H., Tock Jamie, Q1 2021
Reports & Papers
Peer Reviewed
This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). MTSS frameworks typically use primary, secondary, and tertiary interventions to prevent or ameliorate academic difficulties.…
Zucker Tricia A., Jacbos Erin, Cabell Sonia Q., 2021
Reports & Papers
Peer Reviewed
This study used the Theoretical Domains Framework (TDF) to examine barriers to teachers€™ implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated…
Barnes Marcia A., Clemens Nathan H., Fall Anna-Maria, Roberts Greg, Klein Alice, Starkey Prentice, McCandliss Bruce, Zucker Tricia A., Flynn Kylie Shawn, May, 2020
Reports & Papers
Peer Reviewed
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math…
Landry Susan H., Zucker Tricia A., Williams Jeffrey M., Merz Emily C., Guttentag Cathy L., Taylor Heather B., Q3 2017
Reports & Papers
Peer Reviewed
This study evaluated whether the combination of two proven interventions, one in Head Start classrooms (The Early Education Model, TEEM) and one in the home (Play and Learning Strategies, PALS) resulted in enhanced effects on at-risk 3- to 5-year-…
Crawford April, Zucker Tricia A., Van Horne Bethanie, Landry Susan H., January, 2017
Other
Peer Reviewed
Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to "unpack" the coaching process and delineate the specific features of…
Solari Emily J., Zucker Tricia A., Landry Susan H., Williams Jeffrey M., October, 2016
Reports & Papers
Peer Reviewed
With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the…
Barnes Marcia A., Klein Alice, Swank Paul R., Starkey Prentice, McCandliss Bruce, Flynn Kylie Shawn, Zucker Tricia A., Huang Chun-Wei, Fall Anna-Maria, Roberts Greg, October-December 2016
Reports & Papers
Peer Reviewed
Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a randomized experiment. Blocking on classroom, children who met…
Merz Emily C., Landry Susan H., Zucker Tricia A., Barnes Marcia A., Assel Michael A., Taylor Heather B., Lonigan Christopher J., Phillips Beth M., Clancy-Menchetti Jeanine, Eisenberg Nancy, Spinrad Tracy L., Valiente Carlos, De Villiers Jill G., School Readiness Research Consortium, September/October 2016
Reports & Papers
Peer Reviewed
This study examined longitudinal associations between specific parenting factors and delay inhibition in socioeconomically disadvantaged preschoolers. At Time 1, parents and 2- to 4-year-old children (mean age =3.21 years; N=247) participated in a…
Zucker Tricia A., Williams Jeffrey M., Bell Elizabeth R., Assel Michael A., Landry Susan H., Monsegue-Bailey Pauline, Crawford April, Bhavsar Vibhuti, Q3 2016
Reports & Papers
Peer Reviewed
Despite their importance for developing higher-level reasoning and communication skills, science and engineering represent domains that are often untaught and untested in pre-kindergarten (Evangelou et al., 2010; Greenfield et al., 2009). Science…
Landry Susan H., Zucker Tricia A., Taylor Heather B., Swank Paul R., Williams Jeffrey M., Assel Michael A., Crawford April, Huang Weihua, Clancy-Menchetti Jeanine, Lonigan Christopher J., Phillips Beth M., Eisenberg Nancy, Spinrad Tracy L., De Villiers Jill G., De Villiers Peter A., Barnes Marcia A., Starkey Prentice, Klein Alice, February, 2014
Reports & Papers
Peer Reviewed
Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care…
Landry Susan H., Assel Michael A., Williams Jeffrey M., Zucker Tricia A., Swank Paul R., Gunnewig Susan B., 2014
Instruments
Zucker Tricia A., Cabell Sonia Q., Justice Laura M., Pentimonti Jill M., Kaderavek Joan N., August, 2013
Reports & Papers
Peer Reviewed
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of…
Justice Laura M., McGinty Anita, Zucker Tricia A., Cabell Sonia Q., Piasta Shayne B., Q3 2013
Reports & Papers
Peer Reviewed
This study examined the transactional, utterance-by-utterance dependencies in the syntactic complexity of teachers' and children's talk during small-group conversations in preschool classrooms. The sample included 39 teachers and select children in…
Zucker Tricia A., Solari Emily J., Landry Susan H., Swank Paul R., April, 2013
Reports & Papers
Peer Reviewed
An examination of the impact of a language intervention for at risk children with whole-group and small-group instruction on the vocabulary skills of children, a study of the moderating relationship of initial language skills on those effects, as…