Related Resource of 2947
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How special education preschool graduates finish: Status at 19 years of age An examination of special education preschool graduates at age 19, investigating their academic achievements and special education status at this point as well as how closely preschool factors (referral categories, preschool abilities, type of preschool curriculum) predicts academic achievements and special education status |
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Follow-up of children from academic and cognitive preschool curricula at 12 and 16 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at ages 12 and 16 |
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Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007 A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs. |
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Building futures: The Head Start impact study: Research design plan A report describing the sampling, data collection, and analytical techniques to be used in the Head Start impact evaluation. |
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An assessment of preschool education options for rural and small village areas An examination of the effects of preschool setting on the acquisition of school readiness skills, based on a study of 90 incoming kindergarteners in a rural area in upstate New York |
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Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention A study of the long-term positive cognitive and social outcomes of low-income, primarily African American, adolescents in an early childhood educational intervention program |
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Moderators of academic achievement and social-emotional functioning in migrant Latino children receiving after-school care A study of how factors such as age, acculturation, family functioning, and parental involvement, combined with participation in an after school program affect the academic outcomes of Latino elementary school children, based on parent and child questionnaires and child assessments |
Reports & Papers |
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Functional performance of preterm children at age 4 An examination of preterm children at age 4, studying the effects of medical or neurological illness and premature birth weight on children’s health, motor abilities, and functional abilities, using data from assessments of 155 children |
Reports & Papers |
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Type of day-care and preschool intellectual development in disadvantaged children A study of the levels and patterns of preschool intellectual development of three groups of socioeconomically disadvantaged children in three different types of center-based child care |
Reports & Papers |
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Preschool quality and the development of children from economically disadvantaged families in India An examination of the relationship between preschool quality and the physical, motor skills, perception, speech, memory, and numeracy development of 67 4-year-old children from poor and rural families in two preschool centers in South India |
Reports & Papers |
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Teaching oddity and insertion to Head Start children: An economical cognitive intervention A journal article on the effects of an intervention to teach Head Start children the principle of oddity and how to insert objects into a series |
Reports & Papers |
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Effects of differing levels of inclusion on preschoolers with disabilities A comparative study of the effects of three different types of preschool inclusion programs (special education only, integrated special education, and mainstream placements) on the cognitive and language development of preschool children with special needs |
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When paths diverge: ''Errors of prediction'' from preschool test scores to later cognitive and academic measures A study considering potential influences on the academic achievement of 13-year-old special needs children who diverged from their original academic performance level in preschool |
Reports & Papers |
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Effects of commenting during joint book reading by mothers with low SES A study the relationship between low-income mothers' spoken communication during joint book reading and their children's early literacy skills, based on observations of 7 mother-child dyads |
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Preschool speech, language skills, and reading at 7, 9, and 10 years: Etiology of the relationship A study of both genetic and environmental factors' contributions to the relationship between measurements of both preschool speech and language and later reading skills, based on data from 1,672 twins assessed at 7, 9, and 10 years of age |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES) A series of nationally representative longitudinal cohort studies of the experiences of Head Start children and families |
Major Research Projects |
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Psychometric characteristics of the California Preschool Social Competence Scale in a Spanish population sample An account of the use of Spanish and Catalan translations of the California Preschool Social Competence Scale (CPSCS) to measure the social competence of 387 children in Ribera d'Ebre and on Minorca Island |
Reports & Papers |
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Early intervention and its effects on maternal and child development A 2-year study of the social and cultural attitudes and behaviors of lower-income black mothers and its effects on the intellectual development of their children (18-44 months) |
Reports & Papers |
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The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs |
Reports & Papers |
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Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report A longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES), 2000 Cohort |
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Preventive education for high-risk children: Cognitive consequences of the Carolina Abecedarian Project An article on the effects of the Abecedarian Project, a comprehensive early intervention for at-risk children, on cognitive development from birth to 54 months. |
Reports & Papers |
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Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), 1972-1992 |
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Long-term cumulative effects of childcare on children's mental development and socioemotional adjustment in a non-risk sample: The moderating effects of gender A study of the effects of time in child care and caregiver child ratios on the cognitive and socioemotional development of 4-5 year old children, with an emphasis on gender differences |
Reports & Papers |
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Parental factors correlated with developmental outcome in the migrant Head Start child A study on whether psychological factors of migrant Mexican American parents influence the behavioral, social and intelligence development of their children |
Reports & Papers |
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An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers An evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South |
Reports & Papers |
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Head Start Family and Child Experiences Survey (FACES), 2003 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
Data Sets |
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Type of daycare and preschool intellectual development in disadvantaged children A study of the impacts of university, community and family-based child care systems on the intellectual development of children from socioeconomically disadvantaged families |
Reports & Papers |
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Follow-up of children from academic and cognitive preschool curricula at age 9 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at age 9 |
Reports & Papers |
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Mother-child relationships, teacher-child relationships, and school outcomes in preschool in kindergarten A study on the connection of relationships a child has with a mother or teacher to school performance and social development |
Reports & Papers |
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Early intervention and mediating processes in cognitive performance of children of low-income African American families A longitudinal study of the importance of the relationship among better cognitive performance, early intervention child care and responsive stimulating family care on low income African American children |
Reports & Papers |
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A longitudinal study of two early intervention strategies: Project CARE A longitudinal study on the impacts of family education and center-based child care intervention programs on intellectual performance in developmentally at-risk children six months to four years old |
Reports & Papers |
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The prevention of intellectual impairment in children of impoverished families: Findings of a randomized trial of educational day care An evaluation of an experimental education program concerning mild mental retardation on the intellectual development of preschool-age children from 86 high-risk families |
Reports & Papers |
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Interim report for Quality Research Consortium Data Coordination Center cross-sectional analyses A description of the interventions and study designs being implemented at the eight Head Start Quality Research Centers (HSQRCs) |
Reports & Papers |
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The Work Sampling System: Reliability and validity of a performance assessment for young children Data concerning the reliability and validity of the performance assessment, Work Sampling System with 100 kindergarten-age children |
Reports & Papers |
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Why are hyperactivity and academic achievement related? A study of the relationship between parent and teacher ratings of hyperactive behavior problems and teacher assessments of achievement in a sample of 1,876 pairs of twins with an average age of 7 years |
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Abecedarian Project |
Major Research Projects |
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Parental involvement in young children's computer use and cognitive development An investigation of the relationship between parental involvement in computer use and cognitive development in their children in four Head Start centers with a total of 8 classrooms without a computer but with a computer in the home |
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The relation between 3-year-old children's skills and their hyperactivity, inattention, and aggression A longitudinal investigation of hyperactivity, inattention, and aggression in children at age 3, in relation to their cognitive, motor, and preacademic skills, based on a sample of 280 children |
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Zinc, iron, and lead: Relations to Head Start children's cognitive scores and teachers' ratings of behavior An examination of the relation between Head Start children's iron, zinc, and lead levels and their cognitive development and scores on standardized tests as well as teachers' ratings of behavior |
Reports & Papers |
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Applying principles of development to help at-risk preschoolers develop numeracy An examination of the impact of playing games designed to improve young children's grasp of the oddity and insertion principles using a sample of young, ethnically diverse, Head Start preschool children |
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Preschool speech, language skills, and reading at 7, 9, and 10 years: Etiology of the relationship Twin analyses to assess the contributions of genetic and environmental factors to the longitudinal relationships between speech and reading skills at 4½-years-old and language and reading skills at 7-, 9-, and 10-years-old, based on data from 1,672 children born in England and Wales from the Twins Early Development Study |
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