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 19 results
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…
LoCasale-Crouch Jennifer, DeCoster Jamie, Cabell Sonia Q., Pianta Robert C., Hamre Bridget K., Downer Jason T., Hatfield Bridget E., Larsen Ross A. A. (Ross Allen Andrew), Burchinal Margaret, Howes Carollee, La Paro Karen M., Scott-Little Catherine, Roberts Amy M., Q3 2016
Reports & Papers
Peer Reviewed
Preschool teachers were randomly assigned to participate in two professional development interventions over two phases, both designed to improve their interactions with children: the NCRECE college course (N = 169) and MyTeachingPartner video-based…
Cash Anne H., Cabell Sonia Q., Hamre Bridget K., DeCoster Jamie, Pianta Robert C., May, 2015
Reports & Papers
Peer Reviewed
The current study examines the associations between teachers' beliefs and knowledge and children's learning during the prekindergarten year. This study describes the degree to which 262 prekindergarten teachers' beliefs and knowledge regarding…
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…
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…
Jamison Kristen Roorbach, Cabell Sonia Q., LoCasale-Crouch Jennifer, Hamre Bridget K., Pianta Robert C., May, 2014
Reports & Papers
Peer Reviewed
The growing body of literature demonstrating the importance of quality interactions with caregivers to infant development coupled with the increasing number of infants spending time in classroom settings highlights the need for a measure of…
Jamison Kristen Roorbach, Cabell Sonia Q., LoCasale-Crouch Jennifer, Hamre Bridget K., Pianta Robert C., May, 2014
Instruments
Peer Reviewed
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,…
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…
Cabell Sonia Q., Justice Laura M., Logan Jessica A. R., Konold Timothy R., Q3 2013
Reports & Papers
Peer Reviewed
This study represents a longitudinal follow-up to a prior investigation that identified five profiles of emergent literacy skills among children in the fall of their prekindergarten year. Here, we examined: (a) how profile patterns changed from fall…
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…
Piasta Shayne B., Justice Laura M., Cabell Sonia Q., Wiggins Alice K., Turnbull Khara Pence, Currenton Stephanie M., Q3 2012
Reports & Papers
Peer Reviewed
A study of the effect of 15-20 hours of professional development conversational responsiveness training on preschool teachers' use of both communication-facilitating and language-developing strategies, and the resultant impact of the use of those…
Cabell Sonia Q., Justice Laura M., Piasta Shayne B., Curenton Stephanie M., Wiggins Alice K., Turnbull Khara Pence, Petscher Yaacov, November, 2011
Reports & Papers
Peer Reviewed
A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language…
Cabell Sonia Q., Justice Laura M., Konold Timothy R., McGinty Anita, Q1 2011
Reports & Papers
Peer Reviewed
A first study to identify reliable profiles of emergent literacy among preschoolers and a second study of the predictive validity of the profiles on mid-year teacher ratings of emergent literacy and end-of-kindergarten literacy assessments, based on…