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 1303 results
Guo Ying, Dynia Jaclyn M., Lai Mark H. C., Q1 2021
Reports & Papers
Peer Reviewed
Using data from 73 early childhood special education (ECSE) teachers and 837 preschool children, this study examined whether teachers experienced differences in self-efficacy in teaching children with and without disabilities, as well as whether…
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.…
Li Hui, Forbes Anne, Yang Weipeng, January, 2021
Other
Peer Reviewed
This special issue of the journal Early Education and Development examines early STEM education by covering topics about curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education.
Qi Cathy Huaqing, Bulotsky-Shearer Rebecca J., Barton Erin Elizabeth, November, 2020
Other
Peer Reviewed
This special issue of Topics in Early Childhood Special Education examines the interrelation between language skills and behavior problems within early childhood classrooms.
Qi Cathy Huaqing, Bulotsky-Shearer Rebecca J., Barton Erin Elizabeth, November, 2020
Other
Peer Reviewed
This topical issue consists of a collection of five empirical articles that use different methods and models to examine the dynamic interrelation between language skills and behavior problems within early childhood classrooms. The linkage between…
Hammer Carol Scheffner, Burchinal Margaret, Soliday-Hong Sandra, LaForett Dore R., Paez Mariela M., Buysse Virginia, Espinosa Linda M., Castro Dina Carmela, Lopez Lisa M., Q2 2020
Reports & Papers
Peer Reviewed
Over 30% of children in the U.S. are dual language learners (DLLs) who are learning two languages. Understanding the development of both languages for young DLL children in early care and education is critical. However, few have simultaneously…
Beisly Amber, Kwon Kyong-Ah, Jeon Shinyoung, December, 2020
Reports & Papers
Peer Reviewed
This study examined the associations of preschool children’s executive function (EF) and learning behaviour (CLB) with their concurrent academic skills and the role of CLB as a mediator for the EF-academic skills link. One hundred seventy-nine…
DeAngelis Corey A., Erickson Heidi Holmes, Ritter Gary W., July, 2020
Reports & Papers
Peer Reviewed
We systematically examine the existing evidence and compute meta-analytic averages for the effects of scaled-up, publicly funded pre-kindergarten (pre-K) programmes in the United States on student mathematics and reading achievement. The analysis is…
Byington Teresa A., Kim Yae Bin, August, 2020
Reports & Papers
Peer Reviewed
We implemented an Extension-led language and literacy training and coaching intervention targeting preschool teachers and children in low-income communities in Nevada. Participation in the intervention had a positive influence on the language and…
Wackerle-Hollman Alisha K., Duran Lillian K., Miranda Alejandra, May, 2020
Reports & Papers
Peer Reviewed
For young Spanish–English dual language learners (SE-DLLs), early literacy skills, including phonological awareness and alphabet knowledge in Spanish as well as English, are crucial to their reading success. However, there is a lack of research…
Piasta Shayne B., Farley Kristin Sue, Mauck Susan A., Ramirez Pamela Soto, Schachter Rachel E., O'Connell Ann, Justice Laura M., Spear Caitlin F., Weber-Mayrer Melissa M., February, 2020
Reports & Papers
Peer Reviewed
Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and…
Chow Jason C., Granger Kristen L., Broda Michael D., Peterson Nicole, 2020
Reports & Papers
Peer Reviewed
The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we…
Cashiola Elizabeth B., Bulotsky-Shearer Rebecca J., Greenfield Daryl B., November, 2020
Reports & Papers
Peer Reviewed
Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of…
Hardy Jessica Kristen, Pennington Robert C., Griffin Renea, Jacobi-Vessels Jill, November, 2020
Reports & Papers
Peer Reviewed
In the current study, single case research methodology was used to examine whether preschool children’s engagement in book reading activities was greater when the protagonist in the book was of the same or different race as the child participant.…
Kincaid Aleksis P., McConnell Scott R., Wackerle-Hollman Alisha K., June, 2020
Reports & Papers
Peer Reviewed
Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic…